When thinking of your current school situation, reflect on your leader and discuss if they lead through "power over" or "power to" and explain. This is confidential.
Between my assistant principal and principal, I have one leader who leads through "power over" and one who leads through "power to". This creates a struggle among the faculty; how do we handle the vast differences? On the one hand, we are able to accomplish a great deal and feel like a valued part of the team with one administrator. With the other, we are told what to do and when to do it. Suggestions are not appreciated and many of us do feel "bullied" at times. It is a frustrating situation.
I definately have a Power To administrator. He trusts each of the faculty as a professional and is always available to help in anyway he can. He will cover classes so we can sit in or other teachers' lessions, he will listen to any greviance. He is good about relating his own teaching experience to problems, and advising based on experience rather than authority. I have never felt uncomfortable going to him about anything.
I believe that my principal trys his best to always lead through "power to". He is very supportive. He listens and discuss concerns/celebrations. He gives up responsibilities that enable us to feel valued and respected as professionals. I do believe that there are days in which something has happened to cause some stress which can sometimes lead to a "power over" feel to us. I am assuming that we all have days like this.
My current school leader leads through "power to". He is constantly seeking our input in making instructional decisions. Most staff members are comfortable in going to him and providing input they feel would improve our school community.
My principal leads through "power to". We have various committees and meetings to discuss new initiatives, plans, ideas, etc., and he is open to suggestions and concerns. I feel that he sees us all as professionals and team players working together for the benefit of our students.
I work with a principal and two assistant principals. My main principal allows me very much autonomy and discretion in creating my classroom environment and implementing my curriculum, assessments, etc. She has very much a "power to" approach with the staff, and creates mutual trust with her explanations of important school-wide decisions. My assistant principal in charge of such items as fire drills, keys, facilities, etc. has a "power over" approach to most issues, since most of his responsibilities involve safety or county wide policy. My assistant principal in charge of the master schedule, grading, and my evaluation uses a balance of both approaches, requiring deadlines for paperwork and at the same time putting trust and discretion in the hands of the teachers to do what they do best. Richard Moon
In regards to my school's leader, it seems situation dictate whether he leads through a "power over" or "power to". When it comes to curriculum and instruction, he leads with a "power to" mentality. But, when it comes to school management, including scheduling, hall monitoring, and duties, he leads with a "power over".
When it comes to my principal, he tends to lead from a power to perspective in regards to things such as pacing, discipline and curriculum. He tends to have a power over attitude only when he feels pressured from Central Admin.
9 comments:
When thinking of your current school situation, reflect on your leader and discuss if they lead through "power over" or "power to" and explain. This is confidential.
Between my assistant principal and principal, I have one leader who leads through "power over" and one who leads through "power to". This creates a struggle among the faculty; how do we handle the vast differences? On the one hand, we are able to accomplish a great deal and feel like a valued part of the team with one administrator. With the other, we are told what to do and when to do it. Suggestions are not appreciated and many of us do feel "bullied" at times. It is a frustrating situation.
I definately have a Power To administrator. He trusts each of the faculty as a professional and is always available to help in anyway he can. He will cover classes so we can sit in or other teachers' lessions, he will listen to any greviance. He is good about relating his own teaching experience to problems, and advising based on experience rather than authority. I have never felt uncomfortable going to him about anything.
I believe that my principal trys his best to always lead through "power to". He is very supportive. He listens and discuss concerns/celebrations. He gives up responsibilities that enable us to feel valued and respected as professionals. I do believe that there are days in which something has happened to cause some stress which can sometimes lead to a "power over" feel to us. I am assuming that we all have days like this.
My current school leader leads through "power to". He is constantly seeking our input in making instructional decisions. Most staff members are comfortable in going to him and providing input they feel would improve our school community.
My principal leads through "power to". We have various committees and meetings to discuss new initiatives, plans, ideas, etc., and he is open to suggestions and concerns. I feel that he sees us all as professionals and team players working together for the benefit of our students.
I work with a principal and two assistant principals.
My main principal allows me very much autonomy and discretion in creating my classroom environment and implementing my curriculum, assessments, etc. She has very much a "power to" approach with the staff, and creates mutual trust with her explanations of important school-wide decisions.
My assistant principal in charge of such items as fire drills, keys, facilities, etc. has a "power over" approach to most issues, since most of his responsibilities involve safety or county wide policy.
My assistant principal in charge of the master schedule, grading, and my evaluation uses a balance of both approaches, requiring deadlines for paperwork and at the same time putting trust and discretion in the hands of the teachers to do what they do best.
Richard Moon
JONATHAN PAIT'S COMMENTS:
In regards to my school's leader, it seems situation dictate whether he leads through a "power over" or "power to". When it comes to curriculum and instruction, he leads with a "power to" mentality. But, when it comes to school management, including scheduling, hall monitoring, and duties, he leads with a "power over".
When it comes to my principal, he tends to lead from a power to perspective in regards to things such as pacing, discipline and curriculum. He tends to have a power over attitude only when he feels pressured from Central Admin.
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