Marzano, Waters, & McNulty (2005).
School leadership that works.
Alexandria, VA: ASCD.
1
Balanced Leadership: School Leadership That Works Responsibilities and Practices
Areas of
Responsibility
Avg.
r
Description of the
Areas of
Responsibility
The extent to which
the principal...
Practices Used to Fulfill the Areas of Responsibility
Affirmation
.19
Recognizes and celebrates
school accomplishments
and acknowledges failures
•
Systematically and fairly recognizes the accomplishments of teachers
and staff
•
Systematically and fairly recognizes and celebrates the
accomplishments of students
•
Systematically and fairly recognizes the failures of and celebrates the
accomplishments of the school as a whole
Change agent
.25
Is willing to and actively
challenges the status quo
•
Consciously challenges the status quo
•
Is willing to lead change initiatives with uncertain outcomes
•
Systematically considers new and better ways of doing things
•
Consistently attempts to operate at the edge versus the center of the
school’s competence
Communication
.23
Establishes strong lines of
communication with
teachers and among
students
•
Is easily accessible to teachers and staff
•
Develops effective means for teachers and staff to communicate with
one another
•
Maintains open and effective lines of communication with teachers
and staff
Contingent
rewards
.24
Recognizes and rewards
individual
accomplishments
•
Uses performance versus seniority as the primary criteria for rewards
and recognition
•
Uses hard work and results as the basis for rewards and recognition
•
Recognizes individuals who excel
Culture
.25
Fosters shared beliefs and
a sense of community and
cooperation
•
Promotes a sense of well being among teachers and staff
•
Promotes cohesion among teachers and staff
•
Develops an understanding of purpose among teachers and staff
•
Develops a shared vision of what the school could be like
•
Promotes cooperation among teachers and staff
Discipline
.27
Protects teachers from
issues and influences that
would detract from their
teaching time or focus
•
Protects instructional time from interruptions
•
Protects/shelters teachers and staff from internal and external
distractions
Flexibility
.28
Adapts his or her
leadership behavior to the
needs of the current
situation and is
comfortable with dissent
•
Is comfortable with making major changes in how things are done
•
Encourages people to express diverse opinions contrary to those held
by individuals in positions of authority
•
Adapts leadership style to the needs of specific situations
•
Is directive or non-directive as the situation warrants
Focus
.24
Establishes clear goals and
keeps those goals in the
forefront of the school’s
attention
•
Establishes high, concrete goals and expectations that all students
meet them
•
Establishes high, concrete goals for curriculum, instruction and
assessment practices within the school
•
Establishes high, concrete goals for the general functioning of the
school
•
Continually keeps attention on established goals
Ideals/beliefs
.22
Communicates and
operates from strong
ideals and beliefs about
schooling
•
Possesses well-defined beliefs about schools, teaching, and learning
•
Shares beliefs about school, teaching, and learning with the teachers
and staff
•
Demonstrates behaviors that are consistent with beliefs
Marzano, Waters, & McNulty (2005).
School leadership that works.
Alexandria, VA: ASCD.
2
Areas of
Responsibility
Avg.
r
Description of the
Areas of
Responsibility
The extent to which
the principal...
Practices Used to Fulfill the Areas of Responsibility
Input
.25
Involves teachers in the
design and implementation
of important decisions
•
Provides opportunities for teacher and staff input on all important
decisions
•
Provides opportunities for teachers and staff to be involved in
developing school policies
•
Uses leadership teams in decision-making
Intellectual
stimulation
.24
Ensures that the faculty
and staff are aware of the
most current theories and
practices and makes the
discussion of these a
regular aspect of the
school culture
•
Keeps informed about current research and theory on effective
schooling
•
Continually exposes teachers and staff to cutting-edge research and
theory on effective schooling
•
Fosters systematic discussion regarding current research and theory on
effective schooling
Involvement in
curriculum,
instruction,
assessment
.20
Is directly involved in the
design and implementation
of curriculum, instruction,
and assessment practices
•
Is directly involved in helping teachers design curricular activities and
address assessment and instructional issues.
Knowledge of
curriculum,
instruction
assessment
.25
Is knowledgeable about
current curriculum,
instruction, and
assessment practices
•
Possesses extensive knowledge about effective curricular,
instructional, and assessment practices
•
Provides conceptual guidance regarding effective classroom practices
Monitor/
evaluate
.27
Monitors the effectiveness
of school practices and
their impact on student
learning
•
Continually monitors the effectiveness of the school’s curricular
practices.
•
Continually monitors the effectiveness of the school’s instructional
practices.
•
Continually monitors the effectiveness of the school’s assessment
practices
•
Remains aware of the impact of the school’s practices on student
achievement
Optimize
.20
Inspires and leads new and
challenging innovations
•
Inspires teachers and staff to accomplish things that might be beyond
their grasp
•
Is the driving force behind major initiatives
•
Portrays a positive attitude about the ability of teachers and staff to
accomplish substantial things
Order
.25
Establishes a set of
standard operating
procedures and routines
•
Provides and reinforces clear structures, rules, and procedures for
teachers and staff
•
Provides and reinforces clear structures, rules, and procedures for
students
•
Establishes routines for the effective running of the school that
teachers and staff understand and follow
Outreach
.27
Is an advocate and
spokesperson for the
school to all stakeholders
•
Ensures the school complies with all district and state mandates
•
Is an advocate of the school with the community at large
•
Is an advocate of the school with parents
•
Is an advocate of the school with central office
Relationships
.18
Demonstrates awareness
of the personal aspects of
teachers and staff
•
Is informed about significant personal issues within the lives of
teachers and staff
•
Maintains personal relationships with teachers and staff
•
Is aware of the personal needs of teachers and staff
•
Acknowledges significant events in the lives of teachers and staff
Marzano, Waters, & McNulty (2005).
School leadership that works.
Alexandria, VA: ASCD.
3
Areas of
Responsibility
Avg.
r
Description of the
Areas of
Responsibility
The extent to which
the principal...
Practices Used to Fulfill the Areas of Responsibility
Resources
.25
Provides teachers with
materials and professional
development necessary for
the successful execution of
their jobs
•
Ensures that teachers and staff have the necessary materials and
equipment
•
Ensures that teachers and staff have the necessary professional
development opportunities that directly enhance their teaching
Situational
awareness
.33
Is aware of the details and
the undercurrents in the
running of the school and
uses this information to
address current and
potential problems
•
Is aware of informal groups and relationships among teachers and staff
•
Is aware of the issues in the school that have not surfaced but could
create discord
•
Accurately predicts what could go wrong from day to day
Visibility
.20
Has quality contacts and
interactions with teachers
and students
•
Makes systematic and frequent visits to the classroom
•
Is highly visible to students, teachers, and parents
•
Has frequent contact with students
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