Standard+7

=Micro-Political Leadership=

// Micro-Political Leadership builds effective teams based upon respect of diversity and skills that teammembers bring to the table. Micro-political leadership can encourage constructive ideologi //// cal //// conflict in order to lever //// age staff expertise, power and influence in order to manifest the school’s vision ////. Constructive ideological //// conflict can bring a prism //// atic view //// capable of developing //// a broader vision of //// the school’s success. Micro-Political //// Leadership p //// ractices inc //// lude identifying key stakeholders, making sure stakeholders’ voices are heard and respected, creating processes and protocols to mediate staff, maintaining opening communication, providing opportunities for staff to be involved in developing policies, being aware of potential problems within the school, utilizing emotional IQ in being sensitive to the needs of staff, and maintaining high visibility and open commun //// ication. An effective lead //// er can build collective influence amongst diversity and create a community of shared decision ma //// king. //


 * 7.A. School Executive Micro-political Leadership: The school executive develops systems and relationships to leverage staff expertise and influence in order to influence the school's identity, culture and performance. **



Coursework & Training
 * Crucial Conversations Training
 * Facilitative Leadership Training
 * NCPAPA's Distinguished Leadership in Practice, Component One: Strategic Leadership for High-Performing Schools
 * NCPAPA's Distinguished Leadership in Practice, Component Two: Maximizing Human Resources for Goal Accomplishment
 * NCPAPA's Distinguished Leadership in Practice, Component Three: Building a Collaborative Culture Through Distributive Leadership
 * NCPAPA's Distinguished Leadership in Practice, Component Five: Creating a Strong Internal and External Stakeholder Focus
 * NCPAPA's Distinguished Leadership in Practice, Component Six: Leading Change to Drive Continuous Improvement
 * NELA Experiential Learning Activity "Witch and Watch" to better understand communication in organizations with hierarchal structures.
 * NELA Experiential Learning Activity "Innovation Maze" involving problem solving, innovation, risk-taking and reactions to mistakes.
 * Llano Grande Digital Storytelling Workshops (November 2011 & November 2012)
 * Social Justice Training
 * 2012 Federal Education Policy Institute NELA Developed by the Institute for Educational Leadership in cooperation with the NCSU NELA (September 2012)
 * NC School Turnaround Observations
 * Teachers Working Conditions Survey and Analysis
 * Internship Project Phase I: School Identity & Culture
 * Internship Problem of Practice: //Raising Awareness & Interest in STEM Education, How do you re-culture a school to develop a STEM identity?//
 * Summer 2012 Community Internship & Summer Internship Coursework
 * Development of Human Capital Resource Chart for Internship School to determine years of experience, talents, expertise and knowledge of staff and faculty members.

Related Readings


 * ====Fullan, M. (2001). Leading in a culture of change. San Francisco: Jossey-Bass. ====
 * ====Fullan, M., & Ballew, A. C. (2004). Leading in a culture of change: Personal action guide and workbook. San Francisco, CA: Jossey-Bass. ====
 * ====Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic. New York: Free Press. ====
 * ====Tyack, D. B., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, Mass: Harvard University Press. ====
 * Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * Tschannen-Moran, M. (2004). Trust matters: Leadership for successful schools. San Francisco: Jossey-Bass.
 * Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
 * Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social justice, and school reform. New York: Teachers College Press.
 * Kotter, J. P. (1996). Leading change. Boston, Mass: Harvard Business School Press.
 * T. E. (2003). Reframing organizations: Artistry, choice, and leadership. San Francisco, CA: Jossey-Bass
 * Goleman, D. (2006). // Emotional Intelligence: Why It Can Matter More Than IQ. // New York, NY: Bantam Books.
 * Greene, R. (2000). The 48 laws of power. New York: Penguin Books.

School Internship
 * Attended Grade-Group Meetings
 * Conducted regular classroom walk-through observations
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Facilitated the planning and implementation of two STEM events at Riverside Middle School to help develop the school's STEM identity and increase awareness in the community; Riverside Middle School STEM Science Fair & STEM Kickoff (January 2013) and the Earth Day Community Event (April 2013). Planning and implementation involved open communication and collaboration between Riverside Middle School and higher education partners, business stakeholders and community stakeholders.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Meetings with superintendent, assistant superintendent, Riverside Middle School PTA and Riverside Middle School Parent Advisory Board
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Meeting with //The Enterprise// reporter about NELA STEM events, writing newspaper articles and submitting photographs to make sure the media communicates events occurring at the school.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Organized and facilitated meeting with NC A&T State University Community Outreach Coordinator, NCSU Science House Outreach Coordinator, Martin County 4-H Coordinator, Lead Engineering Mentor Pitt Pirates Robotics and Riverside Middle School administration and staff to leverage expertise and resources for the development of a Riverside Middle School robotics program and team.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Participated in NELA presentations to the Martin County Board of Education
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Analysis of Teacher Working Conditions survey results

Artifacts media type="custom" key="22615530"

** Reflection of a Principal's Panel Discussion held as a part of NELA Course ELP 651- Internship. ** media type="custom" key="22931404" align="center"

media type="custom" key="22931410" align="center"

media type="custom" key="22931386"

media type="custom" key="22931388"

Greene, R. (2000). The 48 laws of power. New York: Penguin Books. media type="custom" key="24467450" media type="custom" key="24467458"