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