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Standard(s)	 Scenarios	                              Theories 3 & 4 - The Consequences of Working in Isolation - Change, Leadership, Trait, Behavioral, Power & Authority, Decision-Making, Human Relations

1,2,3 - The New Principal at Frost - Change, trait, behavioral, Contingency & Situational Leadership, Power & Authority, Decision Making

1 - Changing the Way We Teach Science - Motivational, Communication, Human Relations

3 - Understanding & Predicting Individual - Organizational, Social System, Open Social Systems,and Group Behavior in Schools Theories on Learning, Organizations, Theory X and Theory Y

2 - Addressing Dysfunctional Thinking - Organizational, Social Systems, Conflict Management, Open Social Systems, Theories on Learning Organizations, Decision – Making, Motivational

3 & 4 - One of the Bus Contracts Has Been Cancelled - Decision Making, Communication, Organizational, Conflict Management

2 & 3 - The Tardy Policy Killed Kato - Communication, Social Systems, Decision-Making

1 - The New Professional Development Plan - Communications, Social Systems, Decision-Making

5 & 6 - The Requested Change - Decision-Making, Group Dynamics, Social Systems

5 - Retaining the Student Recognition Program - Decision- Making, Group Dynamics, Social Systems

3 - The Disciplinary Plan - Conflict Management, Decision – Making, Communication

5 - I Am Your New Principal - Conflict Management, Decision-Making, Communication

6 - The Assignment of an Assistant Superintendent of Instruction - Conflict Management, Decision-Making, Communication 2 & 4 - Just Get Those Test Scores Up - Change, Decision-Making, Communication, Social Systems

1 - The Strategic Planning Process - Change, Decision-Making, Communication, Social Systems

BEHAVIOR THEORIES - Gary Yuki (1989) Leader patterns of activities and categories of behavior. Leadership behavior has an influence on the performance of the group.

CHANGE THEORY - Kurt Lewin's process of change consists of 3 steps. 1 - Unfreezing - Unfreezing is the process which involves finding a method of making it possible for people to let go of an old pattern that was counterproductive in some way. Dealing with going to where the problem is. Unfreezing is necessary to overcome the strains of individual resistance and group conformity. Unfreezing can be achieved by the use of three methods. First, increase the driving forces that direct behavior away from the existing situation or status quo. Second, decrease the restraining forces that negatively affect the movement from the existing equilibrium. Third, find a combination of the two methods listed above. 2. - Moving “Moving to a new level or Changing” - This stage involves a process of change in thoughts, feeling, behavior, or all three, that is in some way more liberating or more productive. Find what needs to be changed and change it! 3. Refreezing - Refreezing is establishing the change as a new habit, so that it now becomes the “standard operating procedure.” Make it stick! Without this stage of refreezing, it is easy to go back to the old ways.  CHANGE AGENTRY THEORY - Michael Fullen - Four capacities of change: 1. a personal vision need to be built in order for there to be a change. 2. Inquiry must then take place. 3. Mastery needs to be experienced. 4. Collaboration with others.

CONTINGENCY THEORY House's Path-Goal Theory is the importance of situational factors on task accomplishment and psychological state of followers. Leader behavior is shaped and constrained by situational factors.

COMMUNICATIONS THEORY - Giles - People in intercultural encounters who see themselves as unique individuals will adjust their speech style and content to mesh with others whose approval they seek. People who want to reinforce a strong group identification will interact with those outside the group in a way that accentuates their differences.

CONTINGENCY & SITUATIONAL THEORY - Fiedler-This theory states that a leader’s effectiveness is contingent on how well the leader’s style matches a specific setting or situation. And how, you may ask, is this different from situational theory? In situational the focus is on adapting to the situation, whereas contingency states that effective leadership depends on the degree of fit between a leader’s qualities and style and that of a specific situation or context.

DECISION MAKING THEORY - Can be regarded as the mental processes (cognitive process) resulting in the selection of a course of action among several alternative scenarios. Every decision making process produces a final choice. The output can be an action or an opinion of choice.

EARLY TRAIT THEORY - Ralph Stogdill (1948) identifies specific characteristics that contribute to an individual's ability to perform in a leadership role. It is an assumption that leaders have characteristics and traits that are different from those they lead.

GOAL-SETTING THEORY - Robert House (1971) suggests that an effective way to motivate people is to set challenging but realistic goals and to offer rewards for goal accomplishment. Expectancy theory explains why people work hard to attain work goals.

GROUP DYNAMICS

HUMAN RELATIONS THEORY - Mayo - Human relations movement emerged around 1930s in United State of America to cope with dehumaniztion of individuals in organizations; it emphasized on the study of the behavior of workers in organizations, and examined the effects of social relations, motivation and employee satisfaction on productivity.

The theory makes school administrators to view workers in terms of their psychology and fit within the school system rather than as inter-challengeable parts.

LEADERSHIP THEORY - Different styles of leadership

LEARNING ORGANIZATIONS - Senge & Dufour - People expand their capacity to create the results that they truly desire. It is necessary for leaders to devote time and attention to the structure of the school, individuals, and their relationship with students as well as each other.

MOTIVATIONAL THEORY - Herzberg - the first to show that satisfaction and dissatisfaction at work nearly always arose from different factors, and were not simply opposing reactions to the same factors, as had always previously been (and still now by the unenlightened) believed.

OPEN SOCIAL SYSTEMS THEORY - Owens - An organization that functions as a social system has a set of interrelated parts that interact with its external environment and as a result is capable of self-maintenance. Leaders should be prepared to respond to a variety of external influences that affect internal teaching and learning. They also shoudl develop the skills needed to convert output through a transformative process.

ORGANIZATIONAL THEORY - Warren Bennis - The approach intended to change the beliefs attitudes, standards, culture, and structure of organizations so they can better adjust to new challenges. The top leader must be actively on board with a strong leader who is persistent and has a vision. The vision needs to be translated into a plan so everyone in the organization can understand and carry out. Carrying out the plan means communicating with everyone and modifying policy and procedure if needed.

POWER THEORY - John French and Bertom Raven (1993) How effective leaders use power. Leaders influence followers through power acquired from various sources.

RELATIONSHIP THEORY - Dufour - Individuals exhibit behavior that reaches high ethical and moral standards. Leaders should develop relationships with individuals in the internal and external environments of the schoolhouse. Through relationships, leaders can make a connection between themselves and individuals who can influence teaching and learning. SITUATIONAL LEADERSHIP - Paul Hersey and Kenneth Blanchard (1977,1982) Four leadership styles: 1. Telling and Directing 2. Selling and Coaching 3. Participating and Support Behavior 4. Delegating Steps to Situational Leadership: 1. Make an overview of employee's task 2. Assess the employee at each task 3. Decide the leadership style that will be used 4. A discussion between the leader and employee will take place 4. The joint plan takes effect OVERALL THOUGHTS FROM GREEN: attempt to provide some understanding of the relationship between effective leadership styles and the maturity level of the followers by adding the level of maturity. This theory suggests that different situations require different styles of leadership. That is, to be effective in leadership requires the ability to adapt or adjust one’s style to the circumstances of the situation. The primary factors that determine how to adapt are an assessment of the competence and commitment of a leader’s followers. The assessment of these factors determines if a leader should use a more directive or supportive style.

SOCIAL SYSTEM THEORY - Senge - There is a set of interrelated elements that function in a particular manner in order to achieve a specific purpose. The leader is focused on the whole (faculty), parts of the whole (individual faculty members) and the relationships between and among the parts (faculty members).

STATES OF CHANGE MODEL - JAMES PROCHASKA - 6 Stages: 1. People do not want help because they do not see themselves as having a problem. 2. Contemplation State - Time is spent thinking about the problems 3. Preparation/determination Stage - A commitment made by the person. 4. Action/Willpower stage - Power is most depended on. Stage 5 - Maintenance Stage 6 - Relapse

THEORIES ON LEARNING ORGANIZATIONS - Senge - organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together. While all people have the capacity to learn, the structures in which they have to function are often not conducive to reflection and engagement.

THEORY X & THEORY Y - In 1960, Douglas McGregor formulated Theory X and Theory Y suggesting two aspects of human behaviour at work, or in other words, two different views of individuals (employees): one of which is negative, called as Theory X and the other is positive, so called as Theory Y. According to McGregor, the perception of managers on the nature of individuals is based on various assumptions.

TRAIT THEORIES - The trait model of leadership is based on the characteristics of many leaders - both successful and unsuccessful - and is used to predict leadership effectiveness. The resulting lists of traits are then compared to those of potential leaders to assess their likelihood of success or failure.

Transformational TheoryBurns - This theory states that leadership is the process by which a person engages with others and is able to create a connection that results in increased motivation and morality in both followers and leaders. It is often likened to the theory of charismatic leadership that espouses that leaders with certain qualities, such as confidence, extroversion, and clearly stated values, are best able to motivate followers. The key in transformational leadership is for the leader to be attentive to the needs and motives of followers in an attempt to help them reach their maximum potential. In addition, transformational leadership typically describes how leaders can initiate, develop, and implement important changes in an organization. This theory is often discussed in contrast with transactional leadership.

1. How would you use capacity to transform a school? MICHAEL FULLEN, PHD. Utilizing best practices to enhance academic achievement of students. Capacity also means utilizing highly developed skills in the areas of planning, organization, communication, interpersonal relations, group processes, problem solving, and the change process. *Improve student learning in all content areas. *Close persistent achievement and opportunity gaps.* Strive for higher standards and prepare for new assessments. * Improve transparency and communication with families. * Expand access to and innovative use of emerging technology. 1. Develop Parent Leadership Community organizing depends on parent leaders to move forward and sustain the agenda of systemic school change. Consequently, community groups invest considerable effort on leadership development. This process involves knowledge and skill development and the exercise of leadership roles. Build Social Capital Social capital refers to the relationships of trust and reciprocity within and across communities that form the basis of collective action. Through one-on-one conversations and small group meetings parents share their stories. These stories stir up empathy and invite parents to support each other in their strengths (Blanc, Brown, Nevarez-La Torre, & Brown, 2002). By discovering similar experiences and aspirations, parents become invested in working as a group. Mobilize Collective Power Although low-income communities do not have economic power, they capitalize on their collective political power and strategic alliances to accomplish their goals. Parents participate in collective action that serves different purposes. One such purpose is to affirm community power among people who have traditionally been powerless. The IAF, for example, conducts neighborhood walks around the school periphery to rally public support for schools that have made a commitment to work with the community around common goals. It also uses public assemblies to transform communities' understanding of their strength and efficacy by giving parents set roles in conducting and speaking at these gatherings (Shirley, 1997).

2. What practices, processes, and procedures would you use to transform an underperforming school?

3. What are some of the proven leadership practices used by leaders of today's schools? Servant leadership have a high regard for the individuals with whom they work. These leaders have a good understanding and make a connection with the people of the school and community. Decision making - Can be regarded as the mental processes (cognitive process) resulting in the selection of a course of action among several alternative scenarios. Every decision making process produces a final choice. The output can be an action or an opinion of choice. Communication - Giles - People in intercultural encounters who see themselves as unique individuals will adjust their speech style and content to mesh with others whose approval they seek. People who want to reinforce a strong group identification will interact with those outside the group in a way that accentuates their differences. Conflict Management - Change - Unfreeze, change, refreeze Transformational leadership happens when people have ideas and motives to use resources to engage others who follow. It raises the level of human behavior and expectations, both the leader and the person who follows (Burns, 1978). The leader and follower are bound together around a set of common beliefs, values, and norms (Green, 2010). The leadership style most often used is transformational, as they are considered to be servants. Transactional leadership has a relationship that is clearly defined between leader and follower. Distributive leadership is the area of instruction, the process of sharing responsibilities. Collective Efficacy is when the faculty share their belief that collectively they have the capacity to produce the desired effects. Expectancy theory advises that the motivational level of school faculty members will depend on their mental expectations about their ability to successfully complete an assigned task, their ability to achieve the desired level of performance, and the desirability of the reward that will be received as a result of complete the assigned task. Followers have needs and leaders have goals. Leadership is about building cohesive and goal-oriented teams that are capable of working together to accomplish objectives. (Green, 2013).

4. How would you define collaboration? Work in concert with others who may have diverse interests to enhance student achievement. Websters: To work jointly with others especially in the intellectual setting.

5. What are some of the basic theories informing leadership for today's schools? ORGANIZATIONAL THEORIES - Classical, Human Relations, Social Systems, Open System LEADERSHIP THEORIES - Theory X & Y, Trait theories, Behavior Theories, Contingency Theory, Transformational and Charistmatic theories, Self Leadership Theories MOTIVATIONAL THEORIES - Maslow's Hierarchy of Needs, Herzberg's Two Factor Theory, Expectantcy Theory, Equity Theory

6. How would you describe a theoretical framework? Each study is based on a theoretical framework. It is a representation for all of the concepts, variables, and relations involved in the study. With the purpose of clearly identifying what will be explored, examined, measured, or described. As a researcher, you must find out what you read, identify the key concepts and reference all material.

7. How would you describe a conceptual framework?Using the path goal theory, I will explain a conceptual framework as the following: Students in poverty stricken areas are not aware of opportunities surrounding their community. Exposure to the world that surrounds their community brings about awareness. The students then gain ideas, dream and gain confidence from exposure. The ideas, dreams and confidence from exposure are put into practice, having these ideas get out into the world around them. The child is them obtaining a maximum learning opportunities for education and life. FROM WEBSITE: The College of Education’s Conceptual Framework provides direction for the development of effective professionals. It is a living document that continuously evolves as opportunities and challenges emerge. The four components of the CF are the institutional standards used for candidate assessment in undergraduate and graduate programs. They are Knowledge of the Learner (KL), Strategies and Methods (SM), Content Knowledge (CK), and Professional Standards (PS). Diversity, Technology, and Dispositions are included in the assessment process as themes that are integrated throughout all programs in the educational unit.

8. What is a logical rationale for understanding the use of theories? 1. Help explain a puzzling or complex issue and to predict its occurrence in the future * Learning is a latent variable so there is no clear and universal way to explain and predict learning. To help explain this process, therefore, theories based on differing epistemological positions have been developed to explain the procedure. 2. Allow the transfer of information in one setting to that of another * The complex and comprehensive conceptual explanations provided within the framework of a theory can be applied in different settings. Theories provide different "lenses" through which to look at complicated problems and social issues, focusing their attention on different aspects of the data and providing a framework within which to conduct their analysis (Reeves, Albert, Kuper, & Hodges, 2008). 3. Theories provide greater opportunities for improvement by design * By providing information about the mechanisms underlying learning and performance, an awareness of theories and can help us to design environments to improve potential for learning. In terms of the application of psychological theories about learning and instruction to education, Sternberg (2008) proposes five reasons: 1. Doing so enables one to have a scientific basis for education in how people think, feel, and/or motivate themselves rather than only to guess what intuitively might make sense. 2. Good theories are specific enough to specify what the educational interventions should look like. 3. If the theory is sufficiently specific, it will also specify what the assessments of instruction should look like. 4. Good theories are disconfirmable, so they provide the basis for discovering whether the intervention actually does or does not work. 5. One of the best ways to test theories and advance is through practical implementations.

9. What are the 4 Dimensions of Leadership as theorized by Green, 2010? a. understandings self and others b. understanding the complexity of organizational life, c. building bridges through relationships, and d. engaging in leadership best practices (Green, 2010). The Four Dimensions of Leadership consists of an understanding of self and others, understanding the complexity of organizational life, engaging in leadership best practices, and building bridges through relationships. To further explain how the Four Dimensions run, we need to imagine a building, erected with two solid pillars in the front, lit for the whole outside to see.

By having an understanding of self and others (Stage 1), picture an extremely strong building. It is a necessity to know who you are as a person and a professional and also to be aware of those surrounding you. With a strong sense of self, there is a strong building in which to be aware of and built upon.

The pillars erected in front of the building, are there to support the building. Without these pillars, the building would not be able to function to its full capacity. Each pillar represents a stage, pillar one represents an understanding the complexity of organizational life (Stage 2) and pillar two represents engaging in leadership best practices (Stage 3). There is a need not only to understand the complexity of organizational life, but also to be constantly engaged in practices of leadership.

And finally, in order for the building to run effectively, wiring must be in place. Building bridges through relationships (Stage 4), is similar to the wiring in a building. The wires that light buildings and keep everything “alive” are similar to the relationships that leaders form can keep the organizations alive and running.