Relier Pairs Checking for UnderstandingVersion en ligne School Leadership Responsibilities par Cardelia Brewer Brewer 1 Visible Presence 2 Change Agency 3 Transactional Leadership 4 Situational Leadership 5 Trust Building 6 Short-term Goals 7 Constructive Transactional 8 Transformational Leadership 9 Management-by-exception passive 10 Total Quality Management 11 Intellectual Stimulation 12 Management-by-exception active 13 Instructional Leadership 14 Inspirational Motivation 15 Resource Provider 16 Idealized Influence 17 Servant Leadership 18 Communicator 19 Continuous Improvement 20 Instructional Resource 21 Individual Consideration 22 Teamwork ensure that teachers have the necessities to perform their job responsibilities give personal attention to members who seem neglected establish goal criteria for design and implementation leadership that desires to help others modeling behavior ability to stimulate change create a win-win climate among employer and employee engage in frequent classroom observations and be accessible to faculty and staff leadership that focuses on change pay attention to issues that arise, set standards, and monitor behavior verbally communicate clear goals for the school and fluently express goals for faculty and staff leadership that acts as a resource provider, instructional resource, communicator, and visible presence high performance expectations are communicated change agency, teamwork, continuous improvement, trust building, and short-terms goals set goals, clarifies desired outcomes, exchanges rewards and recognition for accomplishments, suggest or consults, provides feedback, and give employees praise when deserved keeping the goals of the organization in the forefront of the minds of employees and judging the effectiveness of the goals setting standards but waiting for problems to occur leadership that focuses on trading something for something else enables followers to think of old problems in new ways two or more individuals with complementary skills who interact towards a common task-oriented purpose support the day-to-day instructional activities and programs by modeling desired behaviors, participate in professional developments, and consistently prioritizing instructional concerns leadership that adapts to the behavior of their followers based on followers' willingness and ability to perform specific tasks.
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