Running head: THE SHARED LEADERSHIP INITIATIVE 1

The Shared Leadership Initiative

Chrystal Watson

Grand Canyon University

August 19, 2020

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The Shared Leadership Initiative

Measurable Criteria

When considering objectives and measurable criteria that can be used to assess applicants

for non-administrative or non-instructional leadership positions in a school, accountability, and

demonstration of the ability to adhere to and uphold the highest level of standards, strong

leadership and a sound understanding of the school environment and operational framework

should be the key objectives and minimum considerations that the administrator should use as

the basis for assessment (Smith., 2016). Leadership in non-administrative or non-instructional

positions play a key role in creating a supportive school environment where leadership is not

only a preserve of the principal but a collaborative role that is used to drive the realization and

achievement of the school shared vision. Some of the criteria that the leader can use in assessing

applicants to fill these non-administrative or non-leadership positions include having proper

organizational knowledge and understanding, ability to use and make sense of school data for

improvement, scheduling ability and the ability of the leaders to have a high positive belief and

high expectations for the organization.

Protocol

As a strategy to ensure that the leaders demonstrate an unyielding commitment to the

positive school culture like staff morale, shared leadership, collaboration, trust, and support to

the student-centered environment, clear, accurate, and systematic communication protocol must

be observed (Fiarman., 2017). Besides, there must be proper understanding that is anchored on

organizational diversity as these prevent any kind of confusion that can set in and establish a

collaborative framework characterized by strong interpersonal relationships, engagement of staff,

collaboration, and respect among all the stakeholders. It is also important to focus on the shared
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vision and organizational goals while having all the activities and operations aligned to the

shared vision and organizational goals. These will instill an unyielding commitment to the

positive school culture and promote consultative and decisional interdependence at all levels of

leadership within the institution.

Strategies

Team dynamics can be strengthened and improved using many strategies. Some of the

most important strategies that can be applied to this circumstance include instilling proper

understanding among different team members, ensuring that the problems that arise are tackled

quickly and appropriate feedback provide, defining team goals in terms of making roles and

responsibilities of team members clear, focusing on accuracy and clarity of communication

especially during the communication of team expectations and goals within the school (Dyer Jr,

W. G., Dyer, J. H., & Dyer, W. G., 2013). It is also important to assign different leadership roles

to competent personnel that meets the qualifications and pay attention to what they suggest

because this is what makes a delegated leadership very strong and functional.
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References

Dyer Jr, W. G., Dyer, J. H., & Dyer, W. G. (2013). Team building: Proven strategies for

improving team performance. John Wiley & Sons.

Fiarman, S. (2017). Building a schoolwide leadership mindset. Educational Leadership, 74(8),

22-27.

Smith, L. (2016). Being a culturally proficient school leader is not an option, but rather a

necessary and welcomed requirement. Leadership, 45(3), 17-19.