EDAD 710 1
Class Final Paper
EDAD 710
Elementary Administration
Dr. Jay Heath
Joel Price
July 10, 2001
EDAD 710 2
The situational leadership theory holds that individuals and groups respond in a different
manner as they proceed through the four stages of group development. These stages, known as
forming, storming, norming and performing hold the keys to how the group will interact with
their leader and among themselves. It is imperative that the leader understands the situational
leadership theory and that the theory takes hold during times of crisis, growth and renewal.
While leaders need to get a job done, they also need to build continuing cooperation with
their co-workers or subordinates. Bottom line, success has to do with how well the job gets done
and effectiveness has to do with people’s attitude about performing the work. Situational
leadership theory would address each issue as a whole and allow the leader to apply the
technique necessary to get results regardless of the state of readiness of the group.
Leaders must develop three skills when working with people to bridge the gap between onetime success and long-term effectiveness. These skills help determine whether leadership attempt
will be successful or unsuccessful, effective or ineffective.
1. Understanding people’s past behavior and what motivates them
2. Predicting future behavior of others
3. Directing, changing, and controlling behavior and accepting the responsibility for
influencing the behavior of others in reaching their goals.
Activities one and two are passive in nature and don’t require any action involving others.
The third concept holds the key to obtaining results. Situational leadership occurs when the
leader can effectively influence behaviors and achieve the desired results while developing the
group into a cohesive, performing and highly functional organization. All successful leaders,
regardless of their field, have been able to work through the four quadrants of situational
leadership.
EDAD 710 3
Looking at situational leadership using a military model as a guide the point must be made
that, "there is no best leadership style or stimulus. Any leadership style can be effective or
ineffective depending on the response that style gets in a particular situation." They concluded,
"empirical studies tend to show that there is no normative (best) style of leadership. Effective
leaders adapt their leader behavior to meet the needs of their followers and the particular
environment (Hersey and Blanchard 1984)."
In an elementary school setting the group would consist of certified and non-certified staff,
students, parents, other administrative positions, patrons and school board members. Working
with each of these constituent groups would necessitate that the principal would find these
groups at different levels of ability and need. The effective situational leader would examine the
issue, determine the level at which the group was performing and apply the needed leadership
style to effectively move the group through the stages so that they would become effective
performers of the assigned task.
Situational leadership theory would hold that there is no one best way to approach an issue or
group of issues. The first item of business for a successful leader may be to formulate a vision of
what task(s) the group is to perform and allow the group to form and storm their own identity.
The leader would be more directive and less empathetic at this point. Then the effective leader
can facilitate the norming and performing with less direction and more empathy. An effective
principal will take the group where he or she finds them, not where he or she would like them to
be. Ultimately, our success or failure as leaders depends upon our ability to function in a fastpaced and multi-tasked environment. Situational leadership theory holds the key. The door will
open provided that the principal knows which key to use and under what circumstances to use
that particular key.
EDAD 710 4
In the next section I will discuss the circumstances in which a Plan of Intensive Assistance
might need to be implemented. The plan should begin with a description of why this technique
might be needed and continue through a presentation of the various component parts of the plan.
I will then develop a short scenario in which such a plan is put into place.
A teacher evaluation system should give teachers useful feedback on classroom needs, the
opportunity to learn new teaching techniques, and counsel from principals and other teachers on
how to make changes in their classrooms. To achieve these goals, evaluators must first set
specific procedures and standards. The standards should: relate to important teaching skills, be as
objective as possible, be clearly communicated to the teacher before the evaluation begins and be
reviewed after the evaluation is over, and be linked to the teacher's professional development
(Boyd 1989).
In discussing a plan of assistance the factors listed above need further clarification and the
teacher needs to be involved in a structured plan of improvement where specific factors have
been identified and the administration has deemed a more inclusive plan is necessary. Bergman
(1998) lists seven purposes for supervision and evaluation.
1. To improve instructional performance
2. To promote professional development and growth
3. To provide a system of bringing assistance to teachers
4. To reinforce effective instructional practices
5. To point the way toward professional goals
6. To suggest areas for organizational goals and staff development needs and
7. To provide a basis for personnel decisions
EDAD 710 5
In cases where a marginal teacher has been found a plan of assistance needs to be implemented.
First, the teacher would be placed under observation, as would any teacher in the district.
Following a post-observation conference a plan of assistance would be put into place. This plan
would specifically detail the areas of marginal or sub-standard performance and would also
determine the remedy (ies) prescribed as well as a timeline for acceptable performance.
Following this the principal would institute follow-up observations detailing specific areas where
the plan was or was not being met. Finally a written observation document would be produced
that would effectively determine the following courses of action. Either the teacher would be
retained, or a termination hearing before the school board would be held. In either case the
principal would need to document carefully areas of concern and must be able to justify their
decision to the teacher, superintendent and school board. If a termination is justified then the
principal may be called upon to testify at an administrative hearing where evidence would be
produced and testimony heard.
In our class discussions on WEB-CT a number of scenarios were discussed. In all cases
the principal had to determine whether the staff member was performing up to standard. If so, the
decision was relatively straightforward. If not, the entire staff was placed in a position where
their confidentiality and professionalism was put to the test. It is not without trepidation that
principals approach the plan of assistance for within the details lies the devil. The community,
other staff, students and parents and the board of education seek qualified teachers. They invest a
tremendous amount of resources every year and expect a return on that investment. It is up to the
principal to insure that all teachers uphold the highest levels of professional standards. If there
are areas of concern then the plan of assistance is not only justified it is required.
EDAD 710 6
Bibliography
Bergman, Abby, “A Survival Kit for the Elementary School Principal”, Prentice-Hall, 1998.
Boyd, Ronald T. C., “Improving Teacher Evaluations”, ERIC Digest No. 111. ERIC
Clearinghouse on Tests Measurement and Evaluation Washington DC., American Institutes for
Research Washington DC., ED315431, 1989-03-00.
Hersey, Paul, “The Situational Leader”, Center for Leadership Studies, 1984.