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SITUATIONAL LEADERSHIP

SITUATIONAL LEADERSHIP. Effective Managers. Managers are partners with their people. Managers ensure accountability through support, coaching and cheerleading . Managers work with people. Managers reach goals through mutual agreements and effective communication . Prioritize .

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SITUATIONAL LEADERSHIP

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  1. SITUATIONAL LEADERSHIP

  2. Effective Managers • Managers are partners with their people. • Managers ensure accountability through support, coaching and cheerleading. • Managers work with people. • Managers reach goals through mutual agreements and effective communication.

  3. Prioritize Choose a task or specific goal to develop with the teacher, administrator or support staff member

  4. (High) S3 S2 Support Behaviour S4 S1 (Low) Directive Behaviour (Low) (High)

  5. Supportive Behaviour This behaviour focuses on developing people initiative and on their attitudes and feelings towards the task. Example: praising, listening, encouraging and involving others in problem solving and decision making.

  6. Directive Behaviour This behaviour concentrates on how to do the task or reach the goal. It is instrumental in developing competence in others. Example: Telling and showing people what do to and providing feedbackon results.

  7. Developed Developing

  8. Developmental Stage 1 People have little or no prior experience in a task. Individuals are enthusiastic and ready to learn.

  9. Developmental Stage 2 Soon after beginning a task, an individual commonly experiences a period of disillusionment. (The task or goal is more difficult than expected). The individual can become less enthusiastic and decreases in commitment.

  10. Developmental Stage 3 As the individual overcomes the disillusionment stage, and acquires the skills they need - they go through a self-doubt stage. Their managers may say they are competent, but they are not sure.

  11. Developmental Stage 4 With support, the individual can become self-reliant. They will demonstrate a high level of competence and commitment to the task.

  12. (High) S3 S2 Support Behaviour S4 S1 (Low) Directive Behaviour (Low) (High)

  13. Style 1 (Directing) This is the Instruction Stage The CSS administers Instruction through PDs, Discussions, Examples of Resources. Developing (D1) - the individual has little, if no experience. They are enthusiastic and willing to learn.

  14. (High) S3 S2 Support Behaviour S4 S1 (Low) Directive Behaviour (Low) (High)

  15. Style 2 (Coaching) This is the Coaching and Mentoring Stage The CSS coaches and mentors the teacher through observation feedback, model lessons and discussions. Developing (D2) – The individual commonly experiences disillusionment (the task is more difficult than expected).

  16. (High) S3 S2 Support Behaviour S4 S1 (Low) Directive Behaviour (Low) (High)

  17. Style 3 (Supporting) This is the beginning stage of independence The teacher begins to demonstrate and model the task / goal focused on. Developing (D3) – The individual overcomes the disillusionment. However they will often experience self-doubt. The manager may say they are competent but they do not feel it.

  18. (High) S3 S2 Support Behaviour S4 S1 (Low) Directive Behaviour (Low) (High)

  19. Style 4 (Delegate) At this stage the teacher begins to share knowledge and show independence. The teacher demonstrates the task / goal effectively and is able to model it for others. Developed (D4) – The individual becomes self reliant and able to demonstrate a high level of competence and commitment.

  20. Situational Leadership continues The manager: • encourages ongoing communication. • problem solving and decision making. • providing resources to achieve tasks/ goals. • continues to nurture relationships.

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