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