Joseph Terbrack

Strategy 2: Improving School Climate, Faculty Cohesiveness and Student

Management
Goal(s)
This strategy’s goal is twofold. First foster cohesiveness establishing a climate of collaboration
and trust among faculty members. Second, correct faculty and public opinion about the
importance of implementing standards-based reform in order to boost student achievement.

Participants
The Principle whose job is to support school leaders and the faculty community through shared
decision making and faculty empowerment. Teachers who participate in activities to build
community and trust such as eating meals together or attending conferences together.

Level 5 Application from Collins

At the center of Collins’ Level 5 leader is a sense of humility. This humility is recognizing that
you are not the only reason for your success. A Level 5 leader recognizes that it takes a
community of people not just one CEO to make a company great. At the same time, a level 5
leader recognizes that it is their responsibility to help mold and form that community. Similarly,
the principle in this strategy recognizes the need to cultivate leaders and a climate of
collaboration in order for the school as a whole to be successful.

21 Leadership Responsibilities
4. Communication refers to establishing strong lines of communication between and among the
principal, teachers, and students. Communication is essential in every aspect of community. It
applies to this strategy in that effective communication can build trust and cooperation among
all staff members. Communication also applies to the ability to inform and teach about
standards-based reform and the strategies that go along with it.

18. Relationships refers to the amount of information the staff of a school know and share
about each other’s personal lives. It takes time and effort to build strong and meaningful
relationships. Relationships are the backbone of community and are thus at the center of this
strategy. When a staff is comprised of individuals (teachers) who have strong relationships they
can be more supportive and understanding of each other’s needs.
Joseph Terbrack

Strategy 3: Strategic Use of School Achievement Data

Goal(s)
The goal of this strategy is to use relevant information and data to make informed decisions.
This includes using data to help and motivate teachers as well as training staff members how to
effectively interpret school data.

Participants
The Principle whose job it is to help acquire outside data(such as effectiveness of different
programs), use data to make informed decisions that relate to educational outcome, and use
school data to motivate teachers. The teachers do not only collect data on a classroom level but
change their instruction or focus based on their findings.

Level 5 Application from Collins

During this chapter, Collins mentions that leaders of companies that went from good-to-great
all used a frame of reference for their decisions leading each one to breakthrough results. Level
5 leaders do not pretend as if they have everything figured out. They are willing to go in search
of information to make their company better. In the same way schools and teachers need to
have the humility to really examine school achievement data in order to make the most
informed decisions about their school.

21 Leadership Responsibilities
12. Involvement in Curriculum, Instruction, and Assessment refers to the principle and teachers
involvement in designing and assessing the curriculum and instruction at the school level. It
applies to this strategy in that teachers need to know the curriculum well enough to create the
right assessment that demonstrates student knowledge of the material. They must also use
what they learned from these assessments to inform their instruction. This process should be a
never-ending cycle of examining curriculum, forming assessments, and choosing effective
instructional strategies based on the information (data) gained from the assessment.

14. Monitoring/Evaluation refers to making a system within a school that provides feedback.
This system involves monitoring school practices and using data to measure their effectiveness.
Within this strategy, principals and teachers meet and discuss the results of testing. When done
effectively this should influence any/all decisions made in the classroom as well as the school as
a whole.
Joseph Terbrack

Strategy 10: Changing School Leadership Style

Goal(s)
Principals and school leaders see their primary job as instructional leaders who care deeply
about standard-based reform.

Participants
Principals who place a high value on instructional leadership in pursuit of academic
achievement. They provide the teachers in their school the professional development and
resources needed to succeed.

Level 5 Application from Collins

Collins summarizes the level 5 leader as someone who has both professional will and personal
humility. A leader with professional will can be described as having an unwavering resolve, sets
standards, and takes responsibility for his actions. Personal humility refers to a leader who is
modest, calm, encourages those around him/her, and gives credit to those around him/her for
success. Under this strategy, principles must assume both professional will and personal
humility in order to become instructional leaders. They themselves need to encompass all of
the components of Collins’ level 5 leader.

21 Leadership Responsibilities
8. Focus refers to the setting of clear and established goals. It also refers to the ability to keep
these goals in the forefront of decision making. This helps to ensure that resources are
allocated to the right areas. When a principle is able to give a clear vision or goal for a school it
makes him/her and the teachers accountable to each other to meet that goal. In this strategy
the focus is on instructional pedagogy leading to standards-based reform. Principles share this
goal with their staff and as a group move toward accomplishing it.

15. Optimizer refers to the amount that a principal or school leader inspires colleagues and is
the driving force for change and innovation within a school. This leader doesn’t just give
handouts about new standards-based pedagogy but also recognizes the challenges that might
arise for the teachers during implementation and provides resources and aid in advance. It
applies to this strategy in that, school leaders need more than to just know and be passionate
about instructional strategies. They also need to help with the implantation of these practices.