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