Transformational Leadership

A Brief Overview & Guidelines for Implementation Prepared By: Jim Cashin Patti Crewe Jason Desai Lisa Desrosiers Janet Prince Gabrielle Shallow Stephen Slaney Prepared For: Dr. Dave Dibbon Education 43 ! Date: December !!" #$$$ %able o& Contents 'ntroduction ................................................................................................# %ypes o& Leadership.....................................................................................# %he %raditional School Leadership (odel....................................................) %rends *&&ectin+ the ,oles o& %eachers.......................................................!# %rans&ormational Leadership.......................................................................!) %he -ew ,ole o& the %eacher......................................................................#! %he -ew ,ole o& the Principal.....................................................................#) ,ecommendations.......................................................................................33 Conclusion..................................................................................................3. /iblio+raphy................................................................................................3 Introdu tion %rans&ormational leadership is a process in which the leaders ta0e actions to try to increase the awareness o& what is ri+ht and important. *s well" it is a process to raise motivational maturity and to move beyond the persons1 own sel&2interests &or the +ood o& the school or society. %hese type o& leaders provide others with a sense o& purpose that +oes beyond a simple e3chan+e o& rewards &or e&&ort provided. %he trans&ormational leaders" in many di&&erent and uni4ue ways" are proactive. %hese leaders attempt to optimi5e not 6ust per&ormance" but development as well. Development encompasses such thin+s as the maturation o& ability" motivation" attitudes" and values. %hey convince others to strive &or a hi+her level o& achievement as well as hi+her levels o& moral and ethical standards. %hrou+h the development o& their teachers" they optimi5e the development o& their school as well. 7i+h per&ormin+ teachers build hi+h per&ormin+ or+ani5ations. 't was the +oal o& this study to e3amine the system as it is" and why it isnt wor0in+" as well as trans&ormational leadership and how it can chan+e the roles o& teachers and administrators. %his manual will attempt to o&&er realistic strate+ies &or implementin+ this new leadership model" and will ar+ue why a trans&ormational system will help to improve the educational community as a whole.

Types of Leadership Leadership can be de&ined as the trait" or traits" that allows one to lead or direct others toward a de&inite result" +oal" or ob6ective. 8hat ma0es a leader9 8hat are the styles" or modes o& operation" that allows one person to be an e&&ective leader while others are not9 Clearly not all leaders have the same methods o& convincin+ others to &ollow them. %he army +eneral and the social democrat would not employ the same tactics in havin+ others &ollow. %he present day Pope and si3teenth century (achiavelli would have diver+ent views as to the proper style o& leadership. Principals o& di&&erent schools may also have contradictory views as to the best method o& leadership. Discussed in this paper are: command leadership" manipulative leadership" paternalistic leadership" contin+ency based leadership" and values based leadership. -ot all traits o& one style o& leadership are necessarily uni4ue to that style. %here is a certain amount o& crossover in traits" yet there are de&inite di&&erences that discriminate one style o& leadership &rom the other. Command leadership re&ers to a style o& leadership that demands that &ollowers" or sub6ects" automatically obey the orders that they have been +iven. %his style o& leadership is used by dictators" military o&&icers" and police o&&icers in some situations. %his type o& leadership re4uires that people accept the authority o& the individual or controllin+ +roup. %heir ri+ht to lead has to be &ounded in law or their ability to &orce their will upon their &ollowers. Soldiers or sailors obey the orders o& their commandin+ o&&icer" not because they are swayed by his or her persuasive ar+uments" not because o& their charismatic charm" not because they are necessarily convinced o& the moral superiority o& the path bein+ dictated to them" but because they are re4uired by military law to obey the orders. ;& course a +ood military o&&icer will inspire her or his troops and will lead them because the soldier accepts the sound 6ud+ement o& his or her decisions. Even with military law on their side" an o&&icer 0nows that mutiny may occur i& their authority is abused. %his style o& leadership is not as common as it used to be in 8estern society as people are not as li0ely to accept bein+ dominated in this manner.<Leadin+ Chan+e P. .= -iccolo (achiavelli" a si3teenth century 'talian diplomat" advocated in his boo0" %he Prince" that princes should learn how to be deceit&ul and use whatever in&ormation is at hand" or whatever means is available" to achieve their +oals. %he means and steps ta0en would be dictated by what was e3pedient.<'bid. .= %his attitude ta0es leadership beyond simple e3pedience and pra+matism to outri+ht manipulation o& the &ollowers. (ost" i& not all" leaders try to in&luence their &ollowers and convince them to &ollow a particular path. %he leader will chose to chart a course that allows her or him to achieve their desired +oals within what is politically pra+matic. * manipulative leader will use deceit&ul methods to achieve their +oals. ,ichard -i3on" &ormer president o& the >nited States" demonstrated aspects o& a manipulative leader when he directed his henchmen to commit crimes" such as bur+lary" that would +ive him in&ormation that would solidi&y his position o& power and in&luence. 7is &amous statement" ' am not a croo0" was proven to be &alse and his presidency came to an abrupt halt when he was impeached. 7istory shows that manipulative leadership" as advocated by (achiavelli" o&ten succeeds in the short term ? but @ almost always &ails ultimately because e3pediency cannot be concealed &orever. <'bid. .= Paternalistic leaders also try to manipulate their &ollowers but" unli0e (achiavellian manipulators" they act altruistically &or the bene&it o& their &ollowers. <'bid = %he underlyin+ assumption with this style o& leadership is that the leader 0nows what is best &or his or her &ollowers. Er+o" the &ollowers are not capable or competent to ma0e their own decisions on the

pertinent topic. *n e3ample o& this style o& leadership is e3empli&ied by the head o& the ,oman Catholic Church" the Pope. %he Ponti&& is assumed to be in&allible in matters relatin+ to spiritual issues. Catholics the world over are e3pected to submit to the directives o& the Church on these issues. ;&ten" paternalistic styles o& leadership are re6ected by the &ollowers. Despite the trend" this has not been the case with the Catholic Church. Contin+ency leadership has at its core that e&&ective leaders do whatever the circumstances re4uire.<'bid )= 't is di&&erent &rom manipulative leadership in that the manipulative leader has +reed or personal +ain as a drivin+ &orce or a ma6or motivation. %his situational style o& leadership" while on the sur&ace appearin+ lo+ical and prudent" has a serious drawbac0 &or a leader. >nder normal circumstances a leader can be considerate o& their &ollowers wishes. 8hen the situation demands this same leader may ta0e a hardline stance with his or her &ollowers. %he result is that the normal trust has been bro0en and it is di&&icult &or the leader be seen in the same li+ht as previous. *n e3ample mi+ht be a business leader who under normal circumstances is seen as a &air and e&&ective boss. 8hen labour di&&iculties arise the leader may deem that a tou+h stance is necessary &or the +ood o& the company. >nion members may see this as a personal attac0 upon their +oals o& ma0in+ a +ood livin+. %heir trust in the boss has been destroyed. %he boss will have a more di&&icult time leadin+ people because his motives will always be 4uestioned by some members o& his or her sta&&. ;ne o& the dan+ers o& this style o& leadership is that upon assumin+ leadership roles reasonable men and women become tyrannical.<'bid. A= %he leader does not have a speci&ic principal that acts as a +uidin+ li+ht in chartin+ a course &or her or his &ollowers. %here&ore" they dri&t &rom idea to idea and &rom plan to plan. *n alternate to contin+ency based leadership is values2based leadership. Balues2based leaders listen to their &ollowers because they respect them and because they honestly believe that the wel&are o& &ollowers is the end o& leadership <and not that &ollowers are the means to the leaders +oals=. <'bid. C= %he values2based leader is always co+ni5ant o& the needs and desires o& his or her &ollowers. %his is not to su++est that the values2based leader submits to the every whim and desire o& the &ollowers. 8ithin provincial politics" the electorate may desire to have a state o& the art hospital in every community in the province. %he +ood leader would not submit to pressure o& this sort because she or he 0nows that it is in the best interest o& the &ollowers that they not build so many hospitals. '& the leader ac4uiesced to these demands the province would soon see their &inances in a state o& ban0ruptcy. 7owever the values2based leader would loo0 at the bi++er picture and see that what the &ollowers desired was +ood health care that was accessible to all. %he result would be re+ional hospitals that all &ollowers could access and the province a&&ord. %he values2 based leader operates by some moral principal and has a vision o& what his or her &ollowers want and need. 'n the end" the leaders vision becomes ?the &ollowers@ vision because it is built on the &oundation o& their needs and aspirations. <'bid. !$= * leader who convinces their &ollowers to wor0 toward some +oal has caused people or ideas to chan+e. %his type o& leadership does not depend on circumstances: it depends on the attitudes" values" and actions o& leaders.<'bid. !!= %he values2based leader does not lead in isolation but inspires others to lead also. %he leader then becomes a leader o& leaders. 'n this situation the leader is no lon+er the only drivin+ &orce" but has inspired others to wor0 toward the common +oal and participate in the trans&ormation o& their society" business environment or +roup. Balues2based leadership does not have room &or the cynicism o& manipulative or contin+ency based leadership" it is based on moral principles that respect the &ollowers vision and wishes as well as those o& the leader. People are resistant to chan+e because it disrupts their normal patterns in li&e. %he values2based leader will overcome this chronic

and inevitable pattern o& resistance in only one way: by buildin+ an alternative system o& belie& and allowin+ others to adopt it as their own. %hat is the essence o& values2based leadership.<'bid. !4= Leadership styles can be as multi&aceted as can the personalities o& the leaders. 't is di&&icult to place a leader neatly in one bo3 and cate+orically state that they are a particular type o& leader. ;n occasion even 7itler listened to his &ollowers advice yet it would be di&&icult to thin0 o& him as anythin+ but a command leader. 't would be more precise to say that leaders are de&ined by the style o& leadership that they most o&ten" or most consistently" e3hibit. The Traditional ! hool Leadership "odel Di&ty years a+o" most people would have loo0ed ahead to the year #$$$ and envisioned a world with tal0in+ computers" cars that &ly throu+h the s0y" and clothin+ that resembles what astronauts wear. -ow that weve be+un the new millennium" we see that althou+h many thin+s have chan+ed" many thin+s have also remained the same. %he day2to2day li&e inside most o& our schools" &or instance" has chan+ed very little. %he traditional roles o& teachers and administrators" and the +ap between the two are still practiced and maintained in many schools. %his section will describe these traditional roles" and will attempt to identi&y some o& the problems with these traditions. %raditionally" a teachers day centers around their classroom" one room" a chal0board" one bi+ des0" and between twenty and &orty smaller des0s. (ost schools have a &ew %BEBC, units that can be si+ned out when necessary" and some teachers ma0e use o& overhead pro6ectors. Durin+ the day" the teacher meets with several +roups o& students. 'n most cases" the teacher lectures or wor0s throu+h e3amples while the students ta0e notes. %he occasional hand is raised" and a 4uestion is as0ed or answered <(arsh=. ;utside class time" teachers +enerally spend their time doin+ paperwor0" attendance reports" mar0in+" photocopyin+" etc. Fuite o&ten" teachers have very little contact with other adults" maybe at lunch time i& they arent on ca&eteria duty. Communication with the administrators is &re4uently restricted to an annual per&ormance evaluation" or discussions o& discipline problems. *s is the nature o& the 6ob" teachers spend most o& their time with students or by themselves. %hey are le&t to interpret their classroom accordin+ to the merits o& their own impressions without re&erence to or input &rom any outside sources <(arsh=. %eachers are handed a new curriculum every &ew years" +iven a hal&2day inservice on its implementation" and sent on their ways. Bery o&ten" teachers do not &eel that they are +iven ade4uate trainin+ to wor0 e&&ectively with new pro+rams. Curriculum development is done by an outside source" and the opinions o& teachers are not sou+ht or o&&ered. %eachers are told which boo0s students should read" and in what order they should learn thin+s. %hese decisions are handed down &rom above. %eachers are then le&t to ma0e their own decisions about methodolo+y in isolation. 't is rare even &or teachers teachin+ the same course to consult each other on their approach <(arsh=. %he type o& leadership that traditionally e3ists in schools is o&ten re&erred to as command or dominance leadership. 'n essence" one person leads" the others &ollow. ;ne person ma0es the ma6or decisions that a&&ect the entire +roup. Policy is made by one person and handed down. 'nput may be as0ed &or or +iven" but the decision itsel& is le&t up to one individual <,yan" !CCC=. 'n the case o& schools" this one person is almost always the principal. 'n the traditional school" the principal rules with an iron hand and the or+ani5ational structure is based on rules" duty" and conse4uences. Curriculum is almost always

determined and de&ined by an outside source" usually a school board or Department o& Education. %he principal is o&ten responsible &or or+ani5in+ the curriculum" and &or directin+ its implementation. %he principal oversees all the teachers" and is the person to whom they all answer. Principals are responsible &or runnin+ the school as a whole. %hey or+ani5e &inances" impose bud+ets" and they mana+e student discipline problems. %hey plan the schools schedule" allocate the resources" and they mana+e all other aspects o& administration. %he >.S. Department o& Education emphasi5es the need &or schools to wor0 in a way that honors the e3perience and contribution o& all its members. %his structure does not however" e3ist in most schools. %he relationship between teachers and administrators is o&ten 4uite adversarial. %he command mode o& leadership re4uires teachers to be obedient and subservient to their principals. *side &rom evaluations and discussions o& discipline" teachers &ind that their contact with the administration o&ten stems &rom a &ailure on their part to comply. %his type o& system tends to place the importance on obedience. %rue competence as a teacher is o&ten not evaluated at all. %eachers may spend their spare time plannin+ new and creative lessons" or they may not bother and simply do the bare minimum. %he truth is" that ta0in+ the time to create &ascinatin+ lessons" results in no reco+nition" while the &ailure to do so" results in no criticism <(arsh=. 'deally" we would li0e schools to be well run and productive or+ani5ations. Schools should be &ocused on the students" and &acilitate learnin+. %eachers and administrators should wor0 to+ether" collaboratively and productively" to establish and implement policy. >n&ortunately" the traditional model o& leadership in schools simply does not accomplish this +oal. %he traditional model has administrators ma0in+ policy in isolation &rom teachers" and teachers implementin+ policy without re&erence or input &rom their collea+ues or &rom outside sources. 8hen administrators establish a hierarchical &orm o& authority" as they do in the traditional model" they are communicatin+ to the teachers the assumption that they are subordinates who do not share the same +oals as the administration" and that they must be monitored in order to &orce them to be productive. %his structure tells teachers that their 0nowled+e is not valuable" and that their input would not be an asset. %his attitude is &urther communicated in the &orm o& teacher inservices. (ost inservices ta0e the &orm o& a lecture +iven by a so2called e3pert" who is brou+ht in &rom outside" and is usually not a classroom teacher. %his simply isnt a lo+ical approach. %eachers are the ones responsible &or implementin+ policy. %hey are well e4uipped by their e3perience to spot potential problems in curriculum development. %hey are the only ones e3posed to the classroom on a re+ular basis" and yet" their consultation is not sou+ht when ma0in+ policy. %eachers possess a wealth o& 0nowled+e o& the dynamics o& the classroom" and they have a &eel &or what will wor0 and what will not. >n&ortunately" teachers are not invited to ta0e part in decision ma0in+" and they &ail to step &orward and as0 to be included because they wor0 in a system that" essentially" tells them they dont 0now anythin+ <(arsh=. 8e are losin+ teachers. %he current situation in schools is such that it is nearly impossible &or the best and most dedicated o& our teachers to maintain their vision and their ideals in the &ace o& reality. * survey con&irms that not more than &i&ty percent o& women and only thirty percent o& men are still teachin+ si3 years a&ter they be+in < Darber" !CC!=. %here is a massive amount o& literature on school re&orm and restructurin+" and most o& it &ocuses on leadership as bein+ the 0ey to chan+e. %he current system o& leadership in schools is not wor0in+. %eachers are one o& our most valuable resources as a society" and yet" with every move we ma0e" we are tellin+ them that the 0nowled+e they hold is not valuable and that their input is not re4uired" even on matters in which they could be considered e3perts.

'n !CC3 a &orum was called &or teachers to discuss education re&orm. %he +eneral consensus was that teachers did not &eel that they were ta0en seriously. /y dismissin+ the e3pertise and e3perience o& teachers" re&ormers are alienatin+ the only members o& the educational community who can really ma0e a di&&erence in the lives o& the students <(arsh=. %ypically" policy ma0ers +ive themselves thrice the time to ma0e policy than they +ive teachers to implement it" lac0in+ the reali5ation that chan+e does not occur immediately. %his slowness to ma0e chan+e is o&ten misinterpreted by administrators as a resistance to chan+e on the part o& the teachers. %eachers tend to react with s0epticism and protest when con&ronted by administrative dictates o& chan+e" but this is not necessarily a resistance to the chan+e itsel&. ,esearch shows that teachers are much more responsive to re&orm when they &eel that they are participatin+ in decision ma0in+" and that their input is valued <(arsh=. 't is a simple &act that people wor0 more e&&ectively and are happier in their wor0 when they &eel valued and respected. %eachers are valuable resources as well as wealths o& use&ul 0nowled+e. %he structure that currently e3ists in schools is &ailin+ to tap into this 0nowled+e. %eachers are" perhaps" the best 6ud+es o& what will and what will not wor0 in the classroom environment" and their input should be sou+ht a&ter. *s a society and as an educational community" we have to start tal0in+ about re&orms" not 6ust o& curriculum and approach to students" but also re&orms o& how teachers are viewed and valued by the public. 8e need to move towards a system where all our resources are bein+ used to their &ull advanta+e" a system where teachers are respected participants" not 6ust subordinates. Trends Affe tin# the $oles of Tea hers 8hen we thin0 o& trends" we thin0 o& thin+s such as &ashion" technolo+y and social trends. %hese trends are all around us and are a part o& our lives. 8e see them on television" hear about them on the radio and we even buy the new trendy item when they arrive on store shelves. 8e are always &ascinated and curious as to what this new trend is and we are drawn towards them. Dollowin+ the latest trends is the thin+ to do today and in order to 0eep up with and be a part o& the rest o& society we must be aware o& the chan+es. ;nce we are aware o& these chan+es we must become a part o& this new trend in order to be on the same pa+e as everyone else. %his 0ind o& a situation applies to 6ust about everythin+ and everyone in the world today. Companies that use computers must constantly monitor the latest technolo+y bein+ introduced to the mar0et in order to remain competitive with rival companies. Clothin+ companies must 0eep the shelves stac0ed with clothes that are in demand i& they want to stay open. Car companies must be aware o& what the latest demand is in vehicles in order &or their employees to 0eep their 6obs. *s these e3amples su++est" the 0ey to success is to &ollow and 0eep pace with the trends that are constantly occurrin+. %he situation is no di&&erent in the school settin+ either. Schools and their sta&& must constantly be aware o& the ever chan+in+ world trends in order &or their students to be able to &ace society success&ully. ;ver the past decade the role o& the teacher has widened and deepened. %he teachers are e3pected to ma0e a di&&erence in the lives o& students while becomin+ e3perts in mana+in+ chan+e. 't is still undetermined how &ar these chan+es will +o" but there is no doubt that radical chan+es in the teachin+ pro&ession is needed in order &or the students to bene&it &rom the ever chan+in+ world <Dullan" !CC =. ;ne o& the trends that teachers in todays classroom &ace include classrooms with a multicultural settin+. (ore and more we see the classroom &illed with a mi3ture o& cultures.

%he teacher must become aware o& this and ad6ust accordin+ly. 8hen plannin+ their lessons" the teacher must remember to ma0e re&erence to the minority cultures in his or her particular class. ,e&errin+ to the ma6ority culture only presents a disadvanta+e to everyone in the class. -ot only do the minority cultures &eel le&t out o& the conversation and material in the class" but the ma6ority culture is not +iven the opportunity to learn about other cultures in the world. *s well" when +roup pro6ects are scheduled" teachers can ensure that there is a +ood mi3ture o& cultures in each +roup. %his will +ive all the students a chance to wor0 to+ether in a multicultural settin+. %oday people are movin+ to all parts o& the +lobe in order to &ind occupations. %hey will be much better prepared mentally &or a 6ob in Japan i& they had the opportunity to learn about and wor0 with someone &amiliar with the Japanese culture in school. %eachers must also be aware o& +ender and se3ual issues in the classroom and in the school in +eneral. %he teacher must protect himsel& or hersel& more care&ully based on issues o& +ender and se3uality. Dor instance" a male teacher must be very cautious when around a &emale student" especially i& they are alone. * male teacher should never be in this situation because many rumours or court cases can arise &rom such an incident. Durthermore" a &emale teacher must ensure that she treats the males in her classroom with the same respect she shows her &emale students or vise versa. %hese are real issues that teachers do &ind themselves in and i& they do not want to ris0 losin+ their 6ob" or worse" they must avoid the above situations. *nother trend teachers &ace is the reality that parents are becomin+ more involved in the schools. (ore and more parents are spea0in+ out about the way their children are bein+ tau+ht and what their children are bein+ tau+ht in schools. Parents are ta0in+ on a more active role and teachers must be on their toes at all times in order to satis&y these parents. Durthermore" there used to be a time when teachers could discipline the children in the classroom and the children would pray that their parents do not &ind out about it because the teacher was always ri+ht. Parents did not 4uestion the actions o& the teacher. >n&ortunately this does not occur any lon+er. -owadays the parents are very protective o& their children and i& the teacher has to discipline a student" the teacher can be sure that they will hear &rom the parents o& the child demandin+ an e3planation &or little /illys detention. *nother trend &acin+ teachers is the ever chan+in+ and increasin+ in&ormation and communication technolo+y. Since computers have moved into the classrooms" technolo+y has e3ploded as an educational issue. Just li0e readin+ and writin+" the ability to use a computer is becomin+ a prere4uisite &or student success" as well as a li&e s0ill. Computers have reached most schools in Canada and in !CC." -ew&oundland became the &irst province with &ull internet access. Despite the &act that most schools are &aced with reductions in public education bud+ets" schools are wor0in+ hard to e3pand the role o& technolo+y in the curriculum <website2ccsd....=. 8hat this means &or teachers is that they must learn how to use and become &amiliar with computer technolo+y i& they e3pect to teach it to their students. *s well" it brin+s to the classroom a wide variety o& opportunity. Students can learn so much &rom computers and it is up to the teacher to decide what in&ormation the students should be learnin+. %he teacher must also be aware o& what to stay away &rom because the internet also has a harm&ul downside. 't is so easy &or students to +et access to porno+raphy sites or sites related to hate crimes" and so on. 't can be very dan+erous and it is the responsibility o& the teacher to monitor what the student is searchin+ &or on the computer. -ew learnin+ concepts is also an issue &or teachers. %he traditional way o& learnin+ is no lon+er accepted in todays society. %his traditional way o& learnin+ had students listen to

the teacher and answer 4uestions that were +iven to them. %hey would sit in rows and do individual seat wor0 &or the day. 't was a borin+ set2up and the ma6ority o& learnin+ relied on memori5ation. %oday" learnin+ ta0es on a more interactive approach. %he classrooms are not always arran+ed in rows" but ta0e on the shape o& circles. Students wor0 to+ether in +roups where they discuss and e3chan+e ideas amon+st one another. *s well" &ilms are used to help students understand topics discussed in class on a more appealin+ scale. /rin+in+ in +uest spea0ers is another a&&ective method to help +et the point across to students. 8hen students see that the material they are studyin+ has some use in the outside world" they seem to en6oy learnin+ it more. %his can also be accomplished by +oin+ on &ield trips. Students can apply what they have learned to a real situation. Dor e3ample" i& student are learnin+ about how &ish are processed" ta0e them to a processin+ &acility so they can see &irst hand how it is accomplished. %his is a much more interestin+ and easier way &or students to learn. %eachers must prepare well in advance &or these types o& activities to ta0e place. 't ta0es a lot o& time and e&&ort &or teachers to have this type o& a settin+. 't re4uires the teacher to become very creative and in control o& the situation. 7owever" the results are very rewardin+" &or both students and teachers. 8hen students are able to apply in&ormation" you 0now you have done a worthwhile 6ob. >n&ortunately" violence is somethin+ teachers come to e3pect in the run o& a school day. (ore and more school 0ids are &i+htin+ on school property and even in the classroom in &ront o& the teacher. ;& course the teacher cannot i+nore this 0ind o& a con&rontation. 't is a serious matter that must be dealt with accordin+ly in order to prevent the situation &rom escalatin+ any &urther. Sometimes however" the situation does escalate &urther" puttin+ the whole school population in dan+er. 'n the past &ew years" students and teachers bein+ 0illed by &ellow classmates at school is not that uncommon. %his is a reality that teachers and students must 0eep in the bac0 o& their minds while in school. Dor e3ample" last wee0 in Cal+ary a student was stabbed to death by a &riend on school property over a small amount money. %his should not be happenin+ yet we hear about this and other horror stories involvin+ school violence in the news too o&ten. %he incident at Columbine 7i+h School in Colorado is real and still on the minds o& many people around the world especially teachers" students" and parents o& students. 't can happen anywhere and teachers have to 0eep a closer eye on their students in a way they never had to be&ore. *ny stran+e behaviour should be reported immediately &or it could mean the di&&erence between li&e and death. 7ope&ully" this 0ind o& a trend will not stay lon+. 7owever" with the recent incident in Cal+ary this does not seem to be the case thus preventative measures is somethin+ schools must loo0 into. %rends are constantly chan+in+" and althou+h they may be di&&icult to 0eep up on it is essential in order to stay ahead. %he success o& the students" teachers" and school depends on it. Transformational Leadership 'n !C)A" James (cGre+or /urns &irst proposed the idea o& %rans&ormational leadership that was later e3panded by /ernard /ass <Liontois" !CC#=. *lthou+h they based their wor0 on business e3ecutives" army o&&icers and political leaders" the principles o& trans&ormational leadership can be e3tended to schools <Liontois" !CC#=. ;ne o& the &irst instances o& trans&ormational leadership has been documented in businesses and has become 0nown as the sta0eholder theory. %here has been a +radual shi&t away &rom the type * business" where control is hi+hly centrali5ed and di&&erences in

wor0er status is maintained" to the type G business that is based on &acilitated <decentrali5ed= power which is mani&ested throu+h other people rather than over other people <Leithwood" !CC#=. %he sta0eholder theory views business &irms as bein+ composed o& various constituencies <wor0ers" mana+ers" customers" suppliers" and so &orth=" all o& whom have a le+itimate strate+ic and moral sta0e in the or+ani5ation but may have di&&erent values" belie&s and so &orth. %here&ore" in order to achieve an or+ani5ation that will be bene&icial to every shareholder" the people must come to+ether and cooperate on the basis o& values" interests and social choice </ass and Steidlmeier" !CCA=. 'n schools" it deals with &indin+ a way to become success&ul in collaboratively de&inin+ the essential purpose o& teachin+ and learnin+ and then empowerin+ the entire school community to become ener+i5ed and &ocused <Liontos" !CC#=. Leithwood <!CC#= de&ines trans&ormational leadership as a leadership that &acilitates the rede&inition o& a peoples mission and vision" a renewal o& their commitment and the restructurin+ o& their systems &or +oal accomplishment <p. C=. 't is a relationship o& mutual stimulation and elevation that converts &ollowers into leaders and may convert leaders into moral a+ents </rubacher et al." !CC4=. 7ence" trans&ormational leadership must be +rounded in moral &oundations </ass and Steidlmeier" !CCA=. %rans&ormational leadership contains &our components: ideali5ed in&luence or charisma" inspirational motivation" intellectual stimulation" and individuali5ed consideration </ass and Steidlmeier" !CCA=. /ass and Steidlmeier <!CCA= state: i& the leadership is trans&ormational "its charisma or ideali5ed in&luence is envisionin+" con&ident" and sets hi+h standards &or emulation. 'ts inspirational motivation provides &ollowers with challen+es and meanin+ &or en+a+in+ in shared +oals and underta0in+s. 'ts intellectual stimulation helps &ollowers to 4uestion assumptions and to +enerate more creative solutions to problem. 'ts individuali5ed consideration treats each &ollower as an individual and provides coachin+" mentorin+ and +rowth opportunities<p.3=. *uthentic trans&ormational leadership then" is characteri5ed by hi+h moral and ethical standards in each o& these &our domains. *uthentic trans&ormational leaders are re4uired to promote within their or+ani5ations ethical policies" procedures and processes. %hey need to be committed to a clearly stated" continually en&orced code o& ethical conduct and they should &oster an or+ani5ational culture with hi+h ethical standards to eventuate in the internali5ation in all the or+ani5ations members o& shared moral standards </ass and Steidlmeier" !CCA=. %he inspirational appeals o& the authentic trans&ormational leader tend to &ocus on the best in people. Leaders are +enuinely concerned about the +ood that can be achieved &or their +roup and they openly brin+ about chan+es in the &ollowers values by the merit and relevancy o& their ideas and mission to their &ollowers ultimate belie& and satis&action </ass and Steidlmeier"!CCA=. /ass and Steidlmeier <!CCA= conclude that leaders are authentically trans&ormational when they increase awareness o& what is deemed to be ri+ht" +ood and important" when they help to elevate &ollowers needs &or achievement and sel&2 actuali5ation" when they &oster hi+her moral maturity in their &ollowers" and when they move &ollowers to +o beyond their sel&2interests &or the +ood o& their +roup <p. =. Despite the &act that trans&ormational leadership is re+arded" by most" as a leadership that involves moral maturity and moral upli&tin+ o& &ollowers" its ethics have been 4uestioned. 'ts critics have su++ested &ive ar+uments a+ainst its ethicalness. Dirst o& all" they believe that because trans&ormational leadership uses impression mana+ement" it lends itsel& to amoral pu&&ery. Secondly" they consider it as anta+onistic to or+ani5ational

learnin+ and development that involves shared leadership" e4uality" consensus and decision2ma0in+. %hirdly" they believe that it encoura+es &ollowers to +o beyond their own sel&2interests &or the +ood o& the or+ani5ation" and there&ore" en+a+e them irrationally in pursuits o& evil ends contrary to the &ollowers best interests. Dourthly" they re+ard it as a leadership that manipulates &ollowers and in e&&ect" causes them to lose more than they +ain. Dinally" they su++est that trans&ormational leadership lac0s the chec0s and balances o& countervailin+ interests" in&luences and power in order to avoid dictatorship and oppression o& a minority by a ma6ority </ass and Steidlmeier" !CCA=. /ass and Steidlmeier <!CCA= however" purpose that these critics &ail to see the positive aspects o& trans&ormational leadership. ,ather than bein+ unethical" authentic trans&ormational leaders identi&y the core values and uni&yin+ purposes o& the or+ani5ation and its members" liberate their potential and &oster a pluralistic leadership and satis&ied &ollowers <p.!A=. %rans&ormational leaders are in pursuit o& three ma6or +oals: helpin+ sta&& members develop and maintain a collaborative" pro&essional school environmentH &osterin+ teacher developmentH and helpin+ teachers solve problems more e&&ectively <Leithwood" !CC#=. 7elpin+ sta&& members develop and maintain a collaborative" pro&essional school environment. 'n a collaborative school environment the sta&& members o&ten tal0" observe" criti4ue" and plan to+ether. %he norms o& collective responsibility and continuous improvement encoura+e sta&& to teach one another and as a result" learn how to teach better <Leithwood" !CC#=. Some o& the strate+ies used by leaders to build and maintain collaborative school cultures include involvin+ the sta&& members with settin+ +oals and reducin+ teachers isolation. 'n order to support cultural chan+es" they use bureaucratic mechanisms such as selectin+ new sta&& members who are already committed to the schools mission and priorities <Leithwood" !CC#=. %he school leaders" are there&ore" responsible &or actively communicatin+ the schools cultural values" norms and belie&s and sharin+ leadership with others by dele+atin+ power to speci&ic school improvement teams <Liontos" !CC#=. Dosterin+ teacher development. Leithwood <!CC#= su++ests that teachers1 motivation &or development is enhanced when they internali5e +oals &or pro&essional +rowth <p.!$=. %his process is &acilitated when they en+a+e in establishin+ a school mission to which they are committed. %eachers development can be enhanced by +ivin+ them a role in solvin+ non2 routine school improvement problems and ensurin+ that the +oals are clear" e3plicit and challen+in+ but not unrealistic <Leithwood" !CC#=. 7elpin+ teachers solve problems more e&&ectively. 'n order to achieve any meanin+&ul school improvement" sta&& members need to wor0 harder. 7ence" some teachers have come to value trans&ormational leadership because it acts as a stimulant &or en+a+in+ them in new activities and puttin+ &orth that Ie3tra e&&ortI <Leithwood" !CC#=. 7owever" Leithwood <!CC#= uncovered practices that leaders primarily use to help sta&& wor0 smarter but not harder <p.!$=. %hese leaders ensure a broader ran+e o& perspectives &rom which to interpret the problem. *dditionally" they assist +roup discussions o& alternative solutions" avoid commitment to preconceived solutions and narrowly biased perspectives by 0eepin+ the +roup on tas0. %he most si+ni&icant belie& held by these leaders is that their sta&& members" as a +roup" could develop better solutions than the principal alone <Leithwood" !CC#=. *ccordin+ to Leithwood <!CC#=" trans&ormational leadership has a si5able in&luence on teacher collaboration and a si+ni&icant relationship e3ists between its aspects and the chan+es o& teachers attitudes toward school improvement and altered instructional behavior <p.!#=. 'n order to brin+ about this chan+e" the trans&ormational leader must &oster

the modal values o& honesty" loyalty and &airness and the end values o& 6ustice" e4uality and human ri+hts </ass and Steidlmeier" !CCA=. (any o& the problems that are e3perienced by principals and teachers relate to 4uestions o& values" ethics and vision </rubacher et al." !CC4=. 7ence" trans&ormational leadership has become a benchmar0 in the wor0in+s o& many educational institutions" which has resulted in new roles &or the principal and teachers. The %ew $ole of the Tea her %he 0nowled+e and s0ill base o& what teachers need to 0now" and be able to do" has been broadened and deepened compared to the traditional role o& the teacher. 'n todays day and a+e the new role o& the teacher will incorporate many new domains and ta0e on many new roles. %hese include: ma0in+ a commitment to moral 6ud+ment" deepenin+ their understandin+ o& peda+o+y" increasin+ 0nowled+e in their &ield" havin+ an understandin+ and wor0in+ 0nowled+e in technolo+y" wor0in+ in hi+hly interactive and collaborative ways" wor0in+ in new structures" developin+ the habits and s0ills o& continuous in4uiry and learnin+" and becomin+ e3perts in the chan+e process. %eachers o& the &uture will inevitably have to ma0e a commitment to moral purpose. %his means that teachers will have to ma0e a di&&erence in the lives o& all students more prominent" more active" more visible and more problematic. %his must be and inte+ral part in the conceptuali5ation o& the teacher. *lthou+h many teachers already have moral purpose" they do not conceptuali5e it in this way. %he new role o& the teacher involves pushin+ moral purpose to the &ore&ront and inte+ratin+ it into all aspects o& teachin+ <Dullan" !CC3=. %eachers must substantially deepen their understandin+ o& peda+o+y and critical peda+o+y. Peda+o+y is de&ined as the production o& 0nowled+e" values" and identities. %eachers will continually wor0 on personal vision encompassin+ both moral purpose and a much more sophisticated 0nowled+e o& teachin+ and learnin+. %he shi&t away &rom teachin+ the transmission o& 0nowled+e" to peda+o+y" the production o& 0nowled+e" is important &or teachers in todays society <Simon" !CA)=. Critical peda+o+y is &undamentally concerned with understandin+ the relationship between power and 0nowled+e. Jnowled+e is socially constructed and deeply rooted in power relations. Critical peda+o+y as0s how and why 0nowled+e +ets constructed the way it does" and how and why some constructions o& reality are le+itimated by the dominant culture" while others are not. %here&ore teachers must use these +uidelines to +ain an understandin+ o& critical peda+o+y: != %a0in+ your time #= %ossin+ the te3ts 3= *s0in+: but why9 4= ,e&lectin+ .= Conceptuali5in+ and articulatin+ our own philosophy = >nderstandin+ why and how our belie&s chan+e )= -amin+ the power structures: critically re&lectin+ and actin+ on them A= ,elearnin+ and >nlearnin+ C= *c0nowled+in+ the power&ul emotions o& power" racism" classism and se3ism !$= >nderstandin+Ebein+ able to articulate new +lobal realities !!= Challen+in+ our lon+ held assumptions about teachin+ and learnin+ !#= Enterin+ into dialo+ue !3= ,eco+ni5in+ the contradictions in our own li&e !4= ,eco+ni5in+ our own power" e3pertise" 0nowled+e and role

!.= Seein+ with new eyes ! = %a0in+ time and creatin+ a sa&e place <(cLaren" !CCA=. %he 0nowled+e base &or bein+ an e&&ective teacher has increased dramatically over the past decade. %eachers today must understand how diverse" multi2ethnic students learn and develop" and must draw on a repertoire o& teachin+ strate+ies to meet a wide ran+e o& individual needs. %here&ore" teachers today must incorporate multidimensionality into their teachin+ practice. %his re&ers to the lar+e 4uantity o& events and tas0s" which ta0e place in the classroom. * classroom is a crowded place in which many people with di&&erent pre&erences and abilities must use a restricted supply o& resources to accomplish a broad ran+e o& social and personal ob6ectives. 't will be the role o& the teacher to incorporate e&&ective" innovative" teachin+ strate+ies in order &or all students to learn in a positive environment <Doyle" !C)A=. %eachers o& today will also need to be s0illed in the vast world o& computeri5ation and technolo+y. %echnolo+y ta0es a special place in the classroom as a power&ul tool &or childrens learnin+ by doin+. Children1s traditional classroom tools such as pencils" noteboo0s" and te3ts are still vital. 7owever" &or children to assemble and modi&y their ideas" access and study in&ormation" they are inade4uate. Computers" video" and other technolo+ies en+a+e children with the immediacy they are used to in their everyday lives. %here&ore" it is not what e4uipment is used in the classroom" but how that e4uipment is used that will ma0e the di&&erence. %he new role o& the teacher will be si+ni&icantly more comple3. %hey will have many roles: pro6ect mana+er" tutor" and lecturer. %he teacher will be a member o& a team" and not the &ocus o& the classroom. %hey will provide technical assistance and creative consultation" rather than directin+ the children in the creation o& narrowly de&ined tas0s <Dorman" Pu&all" !CCA=. %eachers in todays society will have to understand that the computer revolution has created an une3pected byproduct. %he conse4uence o& this has been the emer+ence o& a +eneration o& children weaned on multidimensional" interactive media sources. * +eneration whos understandin+ and e3pectations o& the world di&&er pro&oundly &rom that o& the +enerations precedin+ them. %eachers today must +ive these children the education necessary to succeed in our technolo+ically intense" +lobal world. -ew &orms o& educational practice that build on children1s native learnin+ abilities and technolo+ical competence" must replace the e3istin+ methods. %here are many schools that remained in the past" while our children have been born in the &uture. %he result is a mismatch o& learner and educator. 7owever" it is not the children who are mismatched to the schoolsH the schools are mismatched to the children. ;nly by revisin+ educational practice in li+ht o& how our culture has chan+ed can we close this +ap" and reunite our schools with our children and the rest o& our society. %he teacher will play an active role in this transition by havin+ an increased 0nowled+e base and utili5in+ interactive methods to &oster a positive learnin+ environment &or all students in a vastly chan+in+ environment. %odays teacher must also wor0 in hi+hly interactive and collaborative ways avoidin+ the pit&alls o& wasted colle+iality" while wor0in+ productively with other teachers" administrators" parents" business" and community a+encies. %his will widen the 0nowled+e base &or the teachers o& the &uture compared to teachers o& the past. 'n doin+ so" teachers must become committed to" s0illed at and involved in collaborative wor0 cultures inside and outside the school. <Dullan"!CC.=. %he teacher can also develop partnerships within the community with local business a+encies to improve relationships and open direct communications between the students and the outside world. %he new role o& the teacher will re4uire wor0in+ in new structures. %hese structures will

include clustered students" re4uire team teachin+" provide common plannin+ time" lin0s to parents and community" and participation in wider networ0s o& leanin+. %eachers today will spend much less time in classroom teachin+" more time interactin+ with other teachers" more time preparin+ &or and assessin+ learnin+" and sharin+ a common wor0 room inside the school <Dullan" !CC3=. %eachers today must also be e3perts in content and develop the habits and s0ills o& continuous in4uiry and learnin+. %hey must always try to see0 out new ideas inside and outside their own settin+. %here&ore" teachers must lead the way in bein+ continuous learners throu+hout their careers. 8ith so much to learn in an ever2chan+in+ pro&ession" improvement is a never2endin+ proposition. %he new role o& the teacher will also re4uire teachers to move beyond the principal as an outside lin0" and ta0e leadership into their own hands <Goodland" !CC4=. *s we advance toward the &uture" our entire society is chan+in+ in a dynamic +lobal conte3t. (a6or institutions" includin+ +overnment" industry and &inance are see0in+ ways to restructure. %his will increase their &le3ibility and e&&ectiveness in the climate o& chan+e. Education is one o& the 0ey sectors in our society that can prepare us &or this new world and ensure our success. 'n todays society chan+e is inevitable. %here&ore" it is important that teachers become e3perts in the chan+e process. %eachers must have an understandin+ o& how to initiate chan+e despite the system" how to understand and mana+e the implementation dip" how to simultaneously help create collaborative cultures and mana+e con&lict. %he new role o& the teacher will be one that is +radually mainstreamed into the classroom over time. (ost educators who use technolo+y to implement the alternative types o& peda+o+y and curriculum are re&erred to as IpioneersI. %hese are the people who see continuous chan+e and +rowth as an inte+ral part in their pro&ession" and are the ones who are willin+ to swim a+ainst the tide o& conventional operatin+ procedures. 7owever" to achieve lar+e2scale shi&ts in standard educational practices" many more teachers must alter their peda+o+ical approaches. %here must also be a re&orm in school mana+ement" institutional structure" and relationships with the community. %his re4uires that IsettlersI <people who appreciate stability and do not want heroic e&&orts to become an everyday re4uirement= must be convinced to ma0e the leap to a di&&erent mode o& pro&essional activity 2 with the understandin+ that" once they have mastered these new approaches" their daily wor0 will be sustainable without e3traordinary e3ertion.

The %ew $ole of the Prin ipal Principals as trans&ormational leaders have ta0en on new e3citin+ roles as they continue to deal with the ever2chan+in+ &ace o& education. %hese principals use their 0nowled+e and s0ills to wor0 both internal and e3ternal to the school or+ani5ation to map new directions" to secure and mobili5e old and new resources" and to respond to present challen+es and perceived &uture challen+es. E&&ective principals in todays school system assume that chan+e is inevitable" necessary and indeed" strive to cause it. %his report will &ocus on != the important traits and values that today1s principals must possess in order to lead trans&ormationally" #= principals as a+ents o& chan+e" 3= principals as mana+ers" and 4= their responsibility o& ensurin+ inclusive education &or a diverse school community. Traits and &alues: Deal and Peterson <!CC4= claim that principals must possess both technical and symbolic traits. %hat is" they must thin0 lo+ically" but at the same time be e3pressive and passionate"

li0e that o& an artist. %heir technical roles include planner" resource2allocator" coordinator" supervisor" disseminator" 6urist" +ate0eeper" and analyst. 8ith respect to symbolic roles" the principal is re+arded as historian" anthropolo+ical detective" visionary" symbol" potter" poet" actor" and leader <Dullen" !CC =. Principals who possess these traits can &acilitate internal leadership" communication within the system hierarchy" mana+ement o& the school environment" and assessment o& the e&&ectiveness and development o& school2based accountability. 'n addition to these traits" Patterson <!CC3= maintains that there are also certain values that principals need &or leadership in tomorrow1s school. %he &irst is openness to participation: it is important to encoura+e teachers and students to actively participate in any discussion or decision a&&ectin+ them. %he second is openness to diversity: e&&ective principals values diversity in perspectives" leadin+ to a deeper understandin+ o& or+ani5ational reality and an enriched 0nowled+e base &or decision ma0in+. %he third value is openness to con&lict: resolvin+ con&lict in a healthy way leads to stron+er solutions &or comple3 issues. %he &ourth is openness to re&lection: re&lectin+ on their own and others thin0in+ enables principals to achieve better or+ani5ational decisions. Dinally" last" but not least" is principals1 openness to mista0es: e&&ective principals ac0nowled+e their mista0es and learn &rom them. 't is not always easy to convince people that chan+e is +ood. Principals must be resource&ul and creative in their e&&orts to brin+ about and respond to chan+es. %o be leaders o& chan+e" principals must immerse themselves in real situations o& re&orm and be+in to cra&t their own theories o& chan+e constantly testin+ them a+ainst new situations and a+ainst +rounded accounts o& others1 e3pectations <Dullan" !CC =. Prin ipals as A#ents of 'han#e: Chan+e o&ten encounters resistance" in some &orm or another" be it &rom teachers" students or parents. %his is a +ood thin+. * culture that s4uashes disa+reement is a culture doomed to sta+nate" because chan+e always be+ins with disa+reement <Champy" !CC.=. %he challen+e &or principals is to ma0e it easy &or sta&&EstudentsEparents to spea0 up about their concerns" really listen to them" and pic0 up on cues and new ways o& thin0in+. %his +enerates myriads o& more productive actions and reactions to situations o& chan+e. %he dawn o& the #!st century has seen many schools dealin+ with whole school re&orm. %his is especially true here in -ew&oundland" as we chan+e &rom the denominational to an inte+rated school system. Principals are &ront and center in this transition. %he process o& restructurin+" retimin+ and reculturin+ o& schools re4uires that principals 0now that both individualism and collaboration must co2e3ist. %hey must 0now that di&&erences" diversity and con&lict not only are inevitable" but that they o&ten contain the seeds o& brea0throu+hs" both in learnin+" and creatin+ a new" uni4ue school culture. 't is critical that principals share ownership o& this re&orm with teachers" students and parents. Christensen <!CC4= &ound the top behaviors o& principals involved in whole school re&orm were" communicatin+ +oals" sharin+ decision2ma0in+" creatin+Earticulatin+ school vision and supportin+ sta&&. %he principal steeped in leadership &or chan+e reco+ni5es the emer+ence o& School Councils as part o& a systemic shi&t in the relationship between the communities" and schools that is both inevitable and that contains the seeds o& a necessary reali+nment with the &amily and other social a+encies <Dullen" !CC =. %hese councils help mobili5e the &orces and resources &or chan+e by developin+ the s0ills o& parents" teachers" students and principals as leaders in +roup problem2solvin+" dealin+ with con&lict" and ma0in+ content e3pertise accessible <!CC =. %he principal" as an a+ent o& chan+e" is in the middle" &osterin+" developin+ and supportin+ the council.

'n short" principals as a+ents o& chan+e have to be prepared &or" and embrace resistance" share ownership o& chan+e" develop positive relationships with school councils and navi+ate the comple3 two2way relationship between the school and the state. Dullen <!CC = su++ests that principals who develop leadership &or chan+e capacities" learn to control more o& their own and their community1s destiny. Prin ipals as "ana#ers: Good principals 0now the importance o& mana+ement. %raditionally" leadership as it pertains to decision ma0in+ has been viewed lar+ely as principal2centered. 7owever" with the onset o& the in&ormation a+e" schools have restructured" or are in the process o& restructurin+ themselves so that principals and teachers wor0 to+ether to deal with todays leadership demands and prepare &or tomorrows. 'n a site2based mana+ement system" whereby teachers and administrators wor0 collaboratively to set the educational policy and a+enda &or the school" the responsibility that once rested on the shoulders o& the principal is now spread out amon+st the +roup. %he principals vote in decision2ma0in+ carries the same wei+ht as the teachers and there&ore could be outvoted by others on the committee on any number o& decisions. %his type o& mana+ement has developed a new understandin+ o& and appreciation &or the principals role in the success&ul operation o& the school. %he usual tas0s o& the principal remain unchan+edH however as a result o& the shared decision2ma0in+" the principals role pertainin+ to the educational pro+ram has chan+ed. Since the educational a+enda is determined by consensus" the principal must now &acilitate the buildin+ o& that consensus. %his involves &indin+ and providin+ sources o& in&ormation" servin+ as a clearin+house so committees are not wor0in+ at cross purposes to each other or system2wide +oals" assistin+ sta&& members in providin+ accountability and encoura+in+ sta&& development and e3perimentation <Strauber" !CC$=. 8hile these" too" are traditional tas0s o& the principal" the di&&erence lies in the &act that the principal now wor0s more indirectly. Sharin+ decision2ma0in+ may imply that the principal is losin+ authority. ;n the contrary" since the principals sphere o& communication is much +reater" the in&luence has actually increased. *&ter all" when a principal ma0es a decision alone" he or she is also alone in tryin+ to implement it. /y contrast" when the +roup ma0es the decision" the +roup is ready to +et to wor0 at it. Prin ipals Providin# In lusive (du ation: Schools have chan+ed a +reat deal over the past two decades. * ma6or di&&erence is the cultural diversity in our schools today. %he student population in most urban schools is comprised o& students &rom all over the world" *sia" the 8est 'ndies" South *merica" Eastern Europe and *&rica. %his diversity challen+es principals to come up with ways to establish and maintain +ood relationships with these diverse +roups and to honor this diversity in both the content and conduct o& their schoolin+. James ,yan <!CCC= describes a number o& strate+ies principals can employ to overcome these challen+es in his paper Leadership and Diversity. Establishin+ meanin+&ul relationships with diverse members o& the school community involves a hu+e e&&ort on the part o& the principal. *ccessibility is 0ey. %his involves ma0in+ it a priority to tal0 with people" +ettin+ the messa+e out that you are there &or them. ,yan <!CC$= su++ests that principals should post welcomin+ si+ns in appropriate lan+ua+esH send out welcomin+ newslettersH ta0e the initiative to tal0 to members o& the school communityH and +et out o& the o&&ice. ;ther use&ul strate+ies involve +ettin+ out in the community and attend meetin+s o& community or+ani5ations. %hey have to ta0e the initiative to approach others. 8ith the demands that are placed on principals in schools today" they o&ten &ind themselves

hearin+ what people are sayin+" but not really listenin+. '& principals ma0e the e&&ort to really listen" people will 4uic0ly reali5e when they1ve been heard" and will be+in participatin+ in +reater numbers than ever be&ore <,yan" !CCC=. Principals can enhance listenin+ by ma0in+ the interactive situation as com&ortable as possible" providin+ translation services where appropriate" comparin+ the spea0er1s e3perience to their own" as0in+ 4uestions" and avoidin+ interruptin+ those who are spea0in+ <!CCC=. Durthermore" in the e&&ort o& establishin+ and maintainin+ +ood relationships with school communities" it is important to learn about the +roups that ma0e up the community. Principals can learn a +reat deal by simply wal0in+ around the school" by employin+ various &orms o& 4uestionnaires" or by invitin+ parents and other members o& the community to share their thou+hts at school2or+ani5ed meetin+s. *nother important aspect o& the relationship between principals and school communities is that principals are obli+ed to raise students1" teachers1 and parents1 awareness o& the realities o& their respective school communities. %his can be done throu+h holdin+ in&ormation meetin+s" orientation events" newsletters" newspapers" or school handboo0s. 'n addition they can arran+e &or both in&ormal and &ormal meetin+s" or brin+ parents in to assist with school activities or" li0e students" as &ormal learners <!CCC=. Providin+ inclusive education is 6ust another o& the many challen+es that principals are dealin+ with today. Principals who strive to be trans&ormational leaders" are much better prepared to ta0e on this challen+e" and are more li0ely to see the results o& their e&&orts 4uic0er. 'on lusion: ;ne o& the most important &actors in creatin+ an e&&ective and e&&icient school is its leadership. Principals who ta0e on trans&ormational leadership roles" will wor0 to+ether with teachers" students" parents and the community to raise each other to hi+her levels o& morality and motivation and success&ully achieve educational re&orm. %his paper reviewed only a &ew o& the di&&erent roles that trans&ormational principals must per&orm. %hese roles are evolvin+ into new" more e3citin+ roles on a continual basis as education pro+resses into the #!st century. $e ommendations 'n %rans&ormational Leadership" leaders and &ollowers raise each other to hi+her levels o& morality and motivation. %he te3t loo0s at two schools: 7orace (ann Elementary School and 7ollibroo0 Elementary. %hese were two completely di&&erent schools" one with many rules and structureH the other was very disor+ani5ed. /oth schools were chan+ed usin+ trans&ormational leadership and the results were 4uite promisin+. %rans&ormational leadership involves thin0in+ about ourselves" our 6obs and the nature o& the education process. 't involves everyone in the decision2ma0in+ process to achieve success. 't assumes the sta&& as a whole can ma0e better decisions as a hole than the principal alone. Goals have been determined to help sta&& members develop a pro&essional school culture" &oster teacher development and solve problems more e&&ectively. %o accomplish these +oals there are a &ew strate+ies to consider. Dor one" principals could visit the classroom and encoura+e the teachers to visit each others classes" ta0in+ responsibility &or other students" not 6ust their own. 't is very important to +et everyone involved in determinin+ school +oals" belie&s and visions at he be+innin+ o& the year. *s lon+ as communication lines are open and the teachers wor0 to+ether there will more li0ely be consistency amon+ them in their teachin+ and in handlin+ situations. %he Principal must have hi+h e3pectations o& the teachers and e3pect their e&&orts and commitment to be

e3cessive" but also +ive this e&&ort himEhersel&. 't is important to let them share ideas and e3periment with new ideas" posin+ 4uestions &or others to thin0 about. %he needs and wants o& the sta&& should be considered. *lso" their attitudes and philosophies should be heard. >sin+ active listenin+ will show them that they are cared about. 8hen they &eel this" they will li0ely be more productive. /rin+in+ wor0shops to the school that can involve sta&& participation +ives the teachers an opportunity to share ideas. %he principal mi+ht also hold his or her own wor0shop and share new in&ormation &rom other con&erences heEshe attended with sta&& members. 8hen new sta&& are hired they should be encoura+ed to participate in decision2ma0in+. %hey should be in&ormed o& this type o& leadership &or the school and what it involves. ,e&lective thin0in+ is a process that parents" teachers and administrators can use &or problem solvin+ and decision2ma0in+. *lso" teachers who are not happy with this style should be +iven the chance to trans&er. %his helps establish an environment where all those present are willin+ to commit &ully to the schools purpose. %he principal mi+ht also help teachers wor0 smarter by placin+ individual problems in a lar+er perspective o& the whole school" there&ore they can wor0 to+ether to &ind solutions" and avoidin+ preconceived solutions. %he principal should not impose his or her opinion or perspective but support this +roup e&&ort and +uide them by summari5in+ 0ey points at meetin+s. *lso" action research teams or school improvement teams are a way o& sharin+ power. %his +ives everyone responsibilities and involves the sta&& in +overnance &unctions. %hose who do not participate mi+ht be as0ed to be in char+e o& the committee. *nother su++estion is to &ind out the +ood thin+s that are happenin+ and publicly reco+ni5e the wor0 o& the sta&& and students who have contributed to improvements o& the school. 8ritin+ private notes o& appreciation &or special e&&orts is also 4uite e&&ective. * principal elevates the teachers and himEhersel& to hi+her levels o& morality and motivation. * principal should use bureaucratic mechanisms to support teachers" li0e &indin+ money &or pro6ects or providin+ time &or collaborative plannin+ durin+ wor0days. %hey should try to help avoid problems o& limited time" e3cessive paperwor0 and other demands. *ll o& these ideas should help create a positive" productive learnin+ environment that serves to accomplish the schools purpose while promotin+ positive relationships" open communication and support o& teachers and students. %he results thus &ar appear to be positive and studies have shown this leadership style to have si5able in&luence on teachers attitudes towards school improvement and altered instructional behavior. Some &eel that this &orm o& leadership can remar0ably improve student achievement. ;thers see it as 6ust one part o& a balanced approach to creatin+ hi+h per&ormance in schools. Dindin+ that balance is not so easy" but schools that are restructurin+" movin+ closer to a &acilitative way should solve the problem. 'on lusion %rans&ormational leadership in the school is a de&inite advanta+e &or everyone involved. ;ur children will bene&it &rom attendin+ school" but with trans&ormational leadership the environment in and around the school will dramatically improve. %eachers and administrators wor0in+ to+ether" showin+ each other support and appreciation" will not only promote improvement in sta&& relations" but also bene&its the students. * trans&ormational structure will help teachers to become more valued members o& the education community" and will in turn provide the students with more e&&ective instruction. Cooperation amon+ the sta&& also sets an e3cellent e3ample &or the students. *ll thin+s considered" with the use o& trans&ormational leadership" the children will be at a +reater advanta+e to learn in a more en6oyable manner" and teachers will be better able to meet the needs o& each and every

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