Eight Roles of Symbolic Leaders

This chapter on the symbolic roles of leaders provided the concepts in a unique way, but a true way. As leaders we have many different roles in our schools. These roles are seen as symbolic by the constituents.

The first role is historian. As a new leader settles into a new role as principal of a school, being a historian should be their first task. As a historian, the leader should research events from the past and how they were handled, etc. It is important for a new leader to learn as much about the culture of the school as they can.

The second role is anthropological sleuth. This role is an extension of the historian. There is only so much a historian can find out. The anthropological sleuth must investigate deeper into the culture. This will include learning and understanding the rituals and ceremonies that are unspoken in the school. These are the relationships between the teachers and what happens in the teachers' lounge, workrooms, and the hallways. A lot can be learned through these discoveries.

The third role is visionary. All leaders have a vision. As a new leader, it is difficult to change the vision, so one must include all constituents to create a shared vision. The new leader can incorporate their new vision to build on the existing vision. It is important for a new leader to acknowledge and validate the hopes and dreams of the school and redefine them.

The fourth role is school leaders as symbols. Leaders are put under a microscope by all constituents, including teachers, parents, students, and community members. Leaders must ensure that they are portraying the image they intend to.

The fifth role is a school leader as a potter. School leaders have the ability to shape the culture of a school. The leader infuses the shared vision into the culture. They celebrate the important people in the school that are carrying out the vision. They continue and celebrate traditions. All of this is done with extreme care.

The sixth role is school leaders as poets. It is important that leaders communicate with their constituents in appropriate ways and levels. The leader would not send out the same memo talking about the NAEP and PASS assessments they sent to teachers out to the community. Communications needs to be easily understood by the intended audience. Communication includes written and nonverbal. Leaders should be sure that their communications exemplify the shared values and beliefs of the school.

The seventh role is school leaders as actors. On a day to day basis leaders take on many roles and have many scenes to act in. It is imperative that leaders take the roles seriously and portray the correct actions that are influenced by the shared visions and beliefs of the school.

The eighth role is school leaders as healers. This is, in my opinion, the most important role. By the leader acting as a healer, it shows the constituents that they understand the uncertainty with change. Change is all around us, especially in the education field. We are never stagnant. Whether it is a new principal in a school or an ending to a school year, the leader acting as a healer allows these events to happen effectively by utilizing the schools shared vision and beliefs.

Leadership styles and change

How do these 6 leadership styles help or hurt the change process?

• Coercive: This leadership style is one that I believe should be used sparingly. If this style is used too much, change will be virtually inpossible. When people are told to do something, they become resistant if they do not believe in the change.
• Authoritarian: This leadership style can help lead the way toward change, but I think it will be a slow change and one with many ups and downs.
• Affiliative: This leadership style will be very successful in implementing change. When there is a sense of harmony and community in a workplace, the ability to work together toward something becomes easier with less resistence and bumps in the road.
• Democratic: This leadership style will be the most successful, in my opinion, of implementing change. When people feel that they have a say so in what they are doing, they believe in the task. By having the people participate in the entire process, they have ownership, leading to buy in, and eventually to a smooth, successful road to change.
• Pacesetting: This leaderhsip style will cause an environment of anxiety and stress causing teachers to become less productive and more resistant.
• Coaching: This leadership style gives teachers the chance to take a risk while still being supported. Most teachers refrain from taking risks because they think they will not be supported if it fails. This leaderhsip style demonstrates the practice of growing and learning as teachers.

When would you use each of these styles in your work setting?

• Coercive: This is a leadership style that I would use with an incompetent teacher that I am having to work throught the improvement plan process. When it gets to this point, you are telling the teacher what they need to do in order to be offered a contract the following year. The teacher does not have a say so in the situation.
• Authoritarian: This is a leadership style that I would use with a timid faculty that are willing to change, but not sure how to go about it. This style would give them a path to follow.
• Affiliative: This is a leadership style that I would use, especially when there are many new members to the faculty. It is important to know and trust the people you work with. It is also beneficial to work with teachers who are willing to be a teamplayer.
• Democratic: This is a leaderhsip style that I would use when considering new changes (whether large or small). By allowing the teachers to come to the consensus together, they will have buy in and will work toward that common vision.
• Pacesetting: This is a leadership style that I am not sure I would use. I would like to see how others would use this.
• Coaching: This is a leadership style that I would use with those teachers that I want to be leaders in their grade level as well as the school.

The Authentic Leader...3 questions

How do I define my role as a leader?

I strongly believe that my role as a leader is to support my followers toward our common vision and goals. Teachers need to know that they are supported especially when they are embarking on new territory. They need to feel that they are not there alone and that it will take time to make the change. I strongly believe that schools should feel like a family. Research shows that classrooms that have strong senses of community have increased student achievement. This is true in schools too with regard to faculty and staff. Although there is a time and place for authoritian leadership, I believe that should be rare and used with caution. When children and adults alike do not feel threatened, they are able to have greater performance and are willing to take risks.

What inspires the best in staff?

I believe that staff are inspired by their ability to try new things and to take risks without the fear of being reprimanded. Although there is always thay sense of pressure with today's accountability system, teachers have the knowledge needed to educate and mold our children into productive citizens. They are inspired by their ability to make the decisions that are best their children. Of course, we all are inspired by praise. Staff need to be praised for their hard work, from the custodians, secretaries, teacher, to the assistant principal. When the hard work of people is recognized they are inspired and motivated to continue the hard work and make it even better.

What are my strengths?

• Ability to recognize my areas of weakness
• Compassion for working with children
• Good listener
• Willingness to change a plan based on others input
• Team player
• Hardworker