This spring we did a meta-analysis of research on successful leadership and turnaround schools. When we looked at over 25 sources, including the work of the Wallace Foundation, Vanderbilt, Marzano, UVA, Public Impact, and other notable shops, we found some commonalities among the leadership traits outlined. We believe that this is the code to successful transformative leadership in ANY school, not just turnaround environments.
Below are the traits and their descriptions. The descriptions are brief, and it is important to note that the devil is in the details… it is critical to understand HOW these skills should be demonstrated and applied within the school context. Also, users must note that some of these traits can be developed, while others are innate to the individual… thus, it may not be possible to grow in all of these areas, as emerging literature reveals.
To make sure that you are using these elements appropriately, please reach out to us using the contact form. We can update your hiring process, help you screen leaders, and even help you, as a leader, self-assess and develop these capacities to enhance your career potential. We offer a variety of coaching packages to help you maximize your impact.
Best of luck for 2015-16!
| Criteria | Description |
| Vision (& Optimizer) | Shapes a clear and coherent vision of academic success for every student, and “big picture” success for the school. Is focused on visible, immediate change. Inspires and leads new and challenging innovation. |
| Leadership (& Visibility) | Leads with a collective leadership approach that encourages teamwork, affirms input, and influences key stakeholders to support chosen direction. Has quality contact and interactions with teachers and students. |
| Goals/Incentives | Holds high standards for student performance, sets clear goals; rewards are contingent upon meeting those goals—not on progress toward those goals. |
| Planning | Plans and organizes in advance of implementation, creating a common agenda for action that is based upon data. |
| Curriculum | Displays a deep understanding of curriculum and adopts quality curricular materials. |
| Instruction | Outstanding instructional leadership that builds the capacity of others—knowledge of pedagogy, instruction, and assessment. Effective observation and feedback to teachers. |
| Culture/Climate | Creates a culture of professional behavior, equity, and high standards for all levels of school stakeholders (student, teacher, staff, community/family). |
| Resource Management | Secures and aligns resources with learning activities/needs/priorities. |
| Community Engagement (including Advocacy) | Effectively builds external relationships and engages stakeholders in advancing the school. Advocates successfully on behalf of the school. |
| Accountability | Systemically monitors performance and holds self and others accountable for attaining high standards of student performance; individual and collective responsibility. |
| Data-Driven Decisions | Exhibits skill in collecting, analyzing, and leveraging data to make judgments to guide continuous improvement. |
| Developing Leaders | Cultivates leadership and develops skills in others to build team capacity. |
| Management | Pays attention to the system, and exhibits capacity to identify and leverage key players within the system and key activities—halting ineffective ones and emphasizing effective ones—to implement a plan of action. Effective delegation of tasks. |
| Interpersonal | Builds relationships, demonstrates sensitivity, judgment, and situational awareness. |
| Communication | Communicates effectively in writing and in speech. |
| Items unique to transformational leadership: | |
| Change Agent | Acts as a change agent, understands change, and requires all staff to change. |
| Ideals/Beliefs | Holds beliefs that are inline with the success of all children, and is intrinsically motivated to achieve for the benefit of children. |
| Flexibility | Adapts programs and leadership behavior to the needs of the current situation and is comfortable with dissent. |
| Discipline | Exhibits self-discipline and persistence to achieve goals, including protecting staff from distractions. |
| Intellectual Stimulation | Ensures faculty and staff are aware of the most current theories and practices and makes the discussion of these a regular aspect of the school’s culture. |
| Introspection | Understands own strengths and weaknesses. |
| Self-Confidence | Exhibits self-confidence necessary to lead. |
