PRINCIPALS WORKSHOP Team Building Leadership By Conrad L. Gill Southern Union Conference Director of Education July 21, 2005.

PRINCIPALS’ WORKSHOP

“Team Building

Leadership”

ByConrad L. Gill

Southern Union Conference

Director of Education

July 21, 2005

Educational (Administrators)

Delivering GREAT Education

that is:

God Centered

Results Oriented, in an

Environment that Nurtures

Aligned with the Journey to Excellence, and is a

Team Effort

Does Team BuildingDepends On

Collaboration…?

ALWAYS ?

SOMETIMES ?

NEVER ?

Does Team BuildingDepends OnHonesty…?

ALWAYS ?

SOMETIMES ?

NEVER ?

Does Team Building

Depends OnRelationships & Right Actions…?

ALWAYS ?

SOMETIMES ?

NEVER ?

Does Team BuildingDepends OnInsight...?

ALWAYS ?

SOMETIMES ?

NEVER ?

Does Team BuildingDepends On

Staff Satisfaction...?

ALWAYS ?

SOMETIMES ?

NEVER ?

Does Team BuildingDepends On

Trust…?

ALWAYS ?

SOMETIMES ?

NEVER ?

A trifling matter, and

fussy of me, but we all have our

little ways.

—Milne, The House at Pooh Corner

Treat people as if they were what they

ought to be…

and you help them become what they are

capable of being.

—Johann W. von Goethe

Group yourselves into TEAMS of 4 Principals..

Take a few minutes to

get acquainted; and then select the following:

A Team LeaderA Team Encourager

A Team RecorderA Team Reporter

Please Remember, “Every Person born into this world represents something new, something that never existed before.

It is the duty of every person (Leader) to know that there has never beenanyone like him (her) in the world,for if there had been, there would beno need to be.

Every single person is a new thing in the world.” — Martin Buber

Everyone has an invisible sign hanging from (her)his neck

saying, Make Me Feel Important!

Never forget this message when working with

people.—Mary Kay Ash

Sooo… Please Identify the 2 most

important things your Group feels a

principal must do to build a “GREAT”

team...

We’ve heard many “GREAT” ideas. Can We Agree On The Following TEAM Statement..

“Nobody is a whole Team… We need each other. You need someone and

someone needs you. Isolated islands we’re not. To make this

thing called life work, we gotta lean and support. And relate and

respond. And give and take. And confess and forgive. And reach out

and embrace and reply….

TEAM Statement Continued..

.. Since none of us is a whole, independent, self-sufficient, super-capable, all powerful hotshot, let’s

quit acting like we are. Life’s lonely enough without our playing that

silly role. The game is over. Let’s link up.” --Chuck Swindoll

Inch by inch it’s a CINCH, but Yard by yard it’s HARD

Now, May I please TELL you a Question?

(smile)

What TYPE of Team Leader Are You

HANDOUT EXERCISE..

Wait.. Wait.. Wait..

For Instructions Before You Start!

Working In your TEAM Group…

Individually compare each

of the 4 learner/leader types on your hand out (one bullet

at a time) and check the bullets that you feel “best” identify you. Discuss with your team members your

learning/leader TYPE responses & preference(s)

Compare & Contrast!

Sooo… What Do You Need To Focus On To Become a “GREAT”

Team Leader

YOUR LEARNING AND LEADERSHIPS TYPE DETERMINES

THE TEAM BUILDING

OPPORTUNITIES AND SKILLS YOU MUST STRIVE TO

ACHIEVE!

Type One PrincipalLEADERSHIP EMPHASIS

• Community• Morale is important• Gives others power• Helps people to become self-actualized• Believes content/policy and people are

equally important

Type One PrincipalLEADERSHIP EMPHASIS

• Has open door policy, welcomes ideas• Has strong group process skills• Sees education as an opportunity for self-

actualization• Manages the sharing of meaning

Type One PrincipalLEADERSHIP EMPHASIS

• Mission of schools—to create a place where teachers, learners and all customers will achieve optimal growth

• Leads by valuing the mission and the people in the organization

• Judges people by their ability to be authentic

Type One PrincipalPRIORITY TASKS

• To be an advocate for individual kids and teachers

• To make staff development a collective priority

• To create a comfortable, feeling environment, with evidence of productive work, and a strong emphasis on personal interaction

Type One PrincipalPRIORITY TASKS

• To listen, to communicate• To build consensus, decision-making in the

group• To express a clear vision• Gets high job satisfaction from strong

agreement among the total staff on the school’s mission, and from the faculty working together as a community

Type One PrincipalDIFFICULTIES

• Personal confrontations• Dealing with group conflict• Imposing structure• Having to make unpopular decisions

Type One PrincipalDIFFICULTIES

• Using veto power to overrule a group decision

• Planning without support groups• Having to act quickly• Completing paper work

Type Two PrincipalLEADERSHIP EMPHASIS

• Transfer of knowledge through accurate, precise teaching systems

• Order, predictability are important• Principles and procedures must be clear• Are systematic planners• Emphasizes curriculum and scheduling

Type Two PrincipalLEADERSHIP EMPHASIS

• Places high priority on tradition• Has partially open door policy• Sees education as the acquisition of

knowledge in order that learners may achieve excellence

• Has high reporting skills, and is accurate and precise

Type Two PrincipalLEADERSHIP EMPHASIS

• Mission of schools—to foster high content engagement, and academic excellence

• Leads by organizing procedures and coordinating curriculum

• Judges people by their professionalism

Type Two PrincipalPRIORITY TASKS

• To enhance curriculum articulation• To organize procedures for predictability• To create a knowledge and research base• To align people and procedures

• To create an orderly, productive climate

Type Two PrincipalPRIORITY TASKS

• To create reliable and appropriate communication

• To reduce curriculum fragmentation• To foster the use of content resources• Get high job satisfaction from a clearly

defined curriculum and procedures for making it a reality

Type Two PrincipalDIFFICULTIES

• Accepting diversity as a positive aspect of organizational structure

• Communicating and dealing with feelings• Social interaction (often fabricated, duty-

driven & cold)• Dealing with a subtle, interpersonal aspects

of organizational climate

Type Two PrincipalDIFFICULTIES

• Risk-taking• Seeing humor in mistakes and problems• Accepting criticism• Creating community, sometimes

inadvertently forms cliques with personnel like him/her

• Not open to change opportunities, sees change as creating problems

Type Three PrincipalLEADERSHIP EMPHASIS

• Productive outcomes (a hands on doer)• Is realistic and pragmatic• Believes results drive the system• Tends to be a bottom-line person

• Emphasizes consistency and fairness

Type Three PrincipalLEADERSHIP EMPHASIS

• Has high work ethic• Is a straight-forward communicator• Sees education as the doorway for students’

personal and economic accomplishments• Is a good decision-maker who deals with

conflict

Type Three PrincipalLEADERSHIP EMPHASIS

• Mission of schools—to produce skilled, competent people who are life-long learners

• Leads by modeling behavior• Judges people by how well they get the job

done

Type Three PrincipalPRIORITY TASKS

• To create an efficient environment, a business-like atmosphere

• To monitor the parts to produce a smooth whole

• To see that people stay on task, to provide resources and materials

• To deal with conflict openly

Type Three PrincipalPRIORITY TASKS

• To be just• To keep people aware of the bottom line• To update efficiency• To act whenever possible, avoiding

putting things on hold• Gets high job satisfaction from a

smoothly running organization

Type Three PrincipalDIFFICULTIES

• Tends to be critical, and underestimates personal needs of staff

• Staying open to alternatives and ambiguities until the decision is made

• Excludes consensus building• Lacks social grace, literal to a fault

Type Three PrincipalDIFFICULTIES

• Sometimes puts efficiency over people and content

• Uncomfortable with metaphors and symbols

• Has difficulty waiting for results• Sees their style’s negative

characteristics as acceptable behaviors

Type Four PrincipalLEADERSHIP EMPHASIS

• Continually renewing the vision• Very “field sensitive,” sees the whole picture• Encourages diversity• Teaches/leads with symbols, metaphors,

models. Highly skilled communicator• Creates opportunities through enthusiasm

and shines the light on others

Type Four PrincipalLEADERSHIP EMPHASIS

• Expects people to integrate content through action

• Has strong belief in engaging everyone in the mission of the school

• Sees education as most important opportunity people have to better their lives

• Manages change and innovation

Type Four PrincipalLEADERSHIP EMPHASIS

• Mission of schools—to encourage creative people to dare and to create opportunities for personal, academic, and social learning

• Leads by energizing and influencing• Judges people by how well they understand

the wholeness of the school’s mission and how they actualize this mission in their own unique ways

Type Four PrincipalPRIORITY TASKS

• To innovate creatively• To foster the school’s reputation for

excellence in the community• To create a whole-school culture,

energetic and positive

• To create equal opportunity

Type Four PrincipalPRIORITY TASKS

• To generate options• To always be accessible• To highlight and reward publicly all

excellence in people or products• Gets high job satisfaction from

innovative projects that work

Type Four PrincipalDIFFICULTIES

• Being forced to be confined to “The Book”

• Doing paper work, especially budgets• Consistency with follow-through• Communicating their thinking process

to the group

Type Four PrincipalDIFFICULTIES

• Assuming everyone knows what they expect• Attending to details—not realistic with

budget, or limitations of people and timelines

• Expects everyone to adapt/experience as they do

• Needs unconventional reinforcement rather than formal evaluation

Our Team Building Depends On Knowing Ourselves

AND Also Knowing the Characteristics of Our Team Members -- CL Gill

Yes, Team BuildingDepends On

Collaboration…

Collaboration &

Communication, ALWAYS !

Yes, Team BuildingDepends OnHonesty…

Honesty and Forthrightness,

ALWAYS, Even if Our Response Is, I

Can’t Answer/Tell You Right Now..

Yes, Team BuildingDepends On

Relationships & Right Actions…

Relationship Building Through

Understanding Our Personnel and,

ALWAYS, “Doing the ‘RIGHT’

Thing..”

Yes, Team BuildingDepends OnInsight...

Insight, ALWAYS, to Realize

That We are Each Unique

Creatures with Different Gifts &

Talents…

Yes, Team BuildingDepends On

Staff Satisfaction...

Staff Satisfaction Is Achieved

When Individuals are Matched

with their Strengths, and

Should, ALWAYS, be Our Goal…

Yes, Team BuildingDepends On

Trust…

Build Trust in Your Staff, ALWAYS. Trust Them

Enough to Allow Them to Fail…. Then Ask

Them, In The Spirit of Christ, What They Have

Learned!

Yes, Team Building ALWAYS Depends On:

C ollaborationH onestyR elationships and Right ActionsI nsightS taff SatisfactionT rust

— CL Gill

Our Prayer is that the Loving Attributes of CHRIST Will Also Become Ours!

C ollaborationH onestyR elationships and

‘Right’ ActionsI nsightS taff SatisfactionT rust

— CL Gill

Educational (Administrators)

Delivering GREAT Education

that is:

God Centered

Results Oriented, in an

Environment that Nurtures

Aligned with the Journey to Excellence, and is a

Team Effort