1. What is your definition of leadership? Defend it.

Leadership is a process that is the result of many, complex interactions between group members.

2. What are five traits that researchers have found are frequently associated with effective leaders?

John Gardner: physical vitality, intelligence, eagerness for responsibility, task competence, understanding followers & needs of constituents, skill at reading people, need to achieve, capacity to motivate, courage, confidence, adaptability, calmness, openness to criticism, political skill, humility, etc.

Hogan's "Big Five": conscientiousness, agreeableness, surgency (assertion), emotional control, openness to experience

3. What skills do teacher leaders have in the TEACH model of leadership skill?

Technical skills and task expertise, Ego-management (self-control), administrative (bureaucratic skill), conceptual-cognitive (problem solving), human relations/ socio-emotional

4. Contrast five different theories of leadership? What is your synthesis?

functional theories (p. 79) includes LEADS, POLCA, and control theory; skill theory (p. 111); socio-biological (p. 146); prototype (p. 146); dimensional (p. 82); trait (p. 94) includes Stodgill, "Big Five," taoist, Covey, etc.

5. How is leadership different today but also similar in the annals of history?

p. 14: Bands ¦ tribes/clans ¦ chiefdoms ¦ feudalism ¦ modern state. Leadership options in history: chief/dictator, council/representative, community (direct democracy/republic), citizenship (anarchy). Line of relations: welfare ¦ peaceful coexistance ¦ active exchanges/treaty ¦ federation ¦ national collective/empire

6. What do researchers conclude about male and female leadership?

p. 340 Cultures differ in roles they assign to males and females, roles of high social status usually belong to males, some cultures are matriarchal, some culture are more androgynous, genders crossing over to other gender's roles will be punished, females in some societies discouraged from education, women paid less for same work, women may desire "male" jobs

Leadership approaches of women (Rosener, 1990): Use consensus decision making, view power in relational terms as something to be shared, encourage productive approaches to conflict resolution, build supportive and collaborative working environments, promote diversity in workplace, use individual attention and consideration, use personal inspiration and intellectual stimulation

7. What five steps are found in the functional theory of effective management? Relate these briefly to a teacher leadership project.

POLCA Planning (strategic, tactical, action and contingency planning), Organizing (groups, roles, procedures, work flow), Leading (motivating, empowering), Controlling (efficiency, quality, standards, CI), Assessing (overall evaluation & changes)

*Leadership is part of management. Management is the overriding idea

8. Explain the terms found in the "leadership equation." Illustrate these skills in the case of a teacher leader.

L=E+A+D+S Leadership equals energy (generates internal & external motivation) plus attachment (creating cohesion, identity, goal commitment) plus direction (direction, values, missions, goals, curriculum) plus strategy (strategies to achieve goals, planning is key)

9. Give five components of "leadership intelligence." Relate these to a teacher leader in the process of working with colleagues or students.

P. 112 LIQ: 1.) Strategic Thinking: establish clear visions, missions and goals, create meaningful strategies & tactics, develop precise action plans & agendas, and monitor project benchmarks. 2.) Systems Thinking: ability to grasp complex issues quickly, seeing multiple dimensions for analysis, identifying critical variables, and understanding complex interactions of forces in larger systems. 3.) Technological expertise: understand technology, know which new people are needed, know how to solve technical problems. 4.) Social perception: understand and anticipate needs, values, feelings, and goals of the customer and others while creating good relationships. 5.) Organizational Genius: develop elegant organizational structures to institutionalize vision, mission and purpose, create meaningful groups, depts., teams, hire & promote right people

10. Contrast transactional and transformational leadership. Illustrate how both of these can facilitate teacher leadership.

Transformational - Idealized influence (charisma) Leaders display conviction, emphasize trust, take stands on issues, present values, emphasize importance of purpose, commitment, ethical consequences, and admired as role models. Inspirational motivation Leaders articulate appealing vision of future, challenge with high standards, encourage. Intellectual stimulation Leaders question old assumptions, traditions and beliefs. Individual consideration Leaders deal with others as individuals - advise, teach, coach.

Transactional - Carrot and stick. Contingent reward - reward for performance, exchange promises, arrange agreements, negotiate for resources. Active management by exception Leaders monitor performance and correct deviation. Passive management by exception Leaders don't interfere until problem becomes serious. Laissez-Faire Leadership - Nonleadership.

11. What are five features of an excellent school according to Krovetz? How could these features be the source of ideas for teacher leadership (two examples)? p. 203

caring & support, meaningful student participation, curriculum & instruction, high expectations & purposeful change, and community building

12. What are the four "dimensions" of leadership? Relate these to teacher leaders who are transforming their schools.

Production (task orientation) ANALYTICAL. Involves missions, planning, goal setting, organizing (four Ds - design of group (departments), department size, design of jobs, delegation of authority), problem solving, decision making, performance emphasis, criticism, discipline, controlling standards, information dissemination, training, coaching, supervising, and directing.

Person Orientation SOCIO-EMOTIONAL Consideration (concern for welfare of others, counseling & encouragement, checking for worker satisfaction, showing empathy and compassion, listening to worker concerns) and conflict management (mediation & arbitration)

Persuasion and Motivation SOCIO-EMOTIONAL Persuasion & influence, networking & representation, motivation & inspiration (vision), structuring rewards, and political influence skills (rational argument, exchange)

Participation SOCIO-EMOTIONAL Decision participation styles (autocratic, consultative, participative, delegative, sometimes persusive-negotiative), teamwork and interation facilitation, autonomy and delegation, worker empowerment, superleadership (creating leaders)

13. What are five "interpersonal roles" in the role theory approach to leadership? Relate these to a hypothetical teacher leader or yourself.

Figurehead, representative, networker, conflict manager, planner, motivator, organizer, crisis manager, communicator, controller/supervisor, resource allocator, entrepreneurial, mentor/coach, trainer/teacher, transformer, recruiter, administrator, problem solver, team builder, decision maker

14. What are five dimensions of teacher leadership in the Katzenmeyer-Moller (K-M) model? How does your school score on these dimensions.

Help! e-mail me

15. In the K-M model what are five key supports needed for an effective teacher leadership program? Do you have these supports? Which ones? How could you increase these supports?

Help! e-mail me

16. Define the components of a valid "service learning" program. Illustrate a service learning project you could create.

p. 328 Fenstermacher and Boyer: 1.) Develop or examine the educational goals and objectives of the class, curriculum or department involved. 2.) Identify one or more specific objectives that could be enhanced by service learning in a specific course. 3.) Describe the specific activities service learning students might undertake to achieve these KSAAVIs (knowledge, skills, attitudes, abilities, values, and interests). 4.) Develop a teaching strategy for the course that includes classroom, lab, and community based service activities. 5.) Decide who will be responsible for each aspect of the service learning experience. 6.) Design an outcomes evaluation procedure to measure achievement. Also see p.329

17. Define five learning goals that could be the focus of a student leadership development program. What curricula or activities could you create to facilitate the acquisition of these components?

p. 306 1.) focus on developing breadth and depth of student as a person, regardless of his/her leadership tendency or skill. 2.) Values and character should be a focus of the development of leaders. 3.) Development of leadership skills should be a central part of an ideal leadership studies program. 4.) Adopt methods such as service learning, as well as classical teaching, learning and assessment methods. 5.) Address the complexities of leadership. 6.) Address multi-cultural issues in leadership

18. Give five components of the "School Leadership Capacity Survey."' p. 234

Broad-based participation in the work of leadership, inquiry-based used of informtion to inform shared decision and practice, roles and responsibilities that reflect broad involvement and collaboration, reflective practice/innovation the norm, high student achievement

19. Give five methods of leadership instruction that are used both in industry and academic settings.

P. 303 Simulations (Model UN, SimCity, military simulations), Socio-metric feedback (coaches, trainers, peers, superiors, customers), leadership portfolios (position papers, research papers, self-assessment essays, reflection papers), Internships and practicums, Adventure-Based learning (also p. 313), Service learning (also p. 324),

20. What are five questions of ethical leadership all leaders must eventually confront?

Rost's Leader Ethical Types (p. 148) What are the higher order goods? Whose commandments? Whose interpretation?

Ghandi's Seven Deadly Sins: Wealth without work, pleasure without conscience, knowledge without character, commerce without morality, science without humanity, religion without sacrifice, politics without principle

How will I make ethical decisions? What ethical values and goals will I stand for? What ethical means will I champion? How much will I risk for my ethical beliefs? How much will I risk for my people? How much ethical degradation can I allow in my organization? How will I resolve ethical conflict? How will I treat ethical deviation? How will I educate my people on personal & ethical standards?