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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