Matching Pairs Checking for UnderstandingOnline version School Leadership Responsibilities by Cardelia Brewer Brewer 1 Teamwork 2 Communicator 3 Resource Provider 4 Transformational Leadership 5 Intellectual Stimulation 6 Constructive Transactional 7 Individual Consideration 8 Short-term Goals 9 Management-by-exception active 10 Inspirational Motivation 11 Visible Presence 12 Change Agency 13 Trust Building 14 Idealized Influence 15 Instructional Leadership 16 Management-by-exception passive 17 Transactional Leadership 18 Servant Leadership 19 Situational Leadership 20 Continuous Improvement 21 Total Quality Management 22 Instructional Resource high performance expectations are communicated pay attention to issues that arise, set standards, and monitor behavior change agency, teamwork, continuous improvement, trust building, and short-terms goals create a win-win climate among employer and employee support the day-to-day instructional activities and programs by modeling desired behaviors, participate in professional developments, and consistently prioritizing instructional concerns ensure that teachers have the necessities to perform their job responsibilities verbally communicate clear goals for the school and fluently express goals for faculty and staff modeling behavior leadership that adapts to the behavior of their followers based on followers' willingness and ability to perform specific tasks. set goals, clarifies desired outcomes, exchanges rewards and recognition for accomplishments, suggest or consults, provides feedback, and give employees praise when deserved leadership that focuses on change ability to stimulate change leadership that desires to help others setting standards but waiting for problems to occur give personal attention to members who seem neglected establish goal criteria for design and implementation leadership that focuses on trading something for something else leadership that acts as a resource provider, instructional resource, communicator, and visible presence two or more individuals with complementary skills who interact towards a common task-oriented purpose keeping the goals of the organization in the forefront of the minds of employees and judging the effectiveness of the goals engage in frequent classroom observations and be accessible to faculty and staff enables followers to think of old problems in new ways
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