Folks: Based on the limited responses throughout this activity, I am asking that the following individuals summarize their findings for one of the topic areas. For those who have not responded, I will leave it up to you if you choose to select one of your choice for summary. The assignments are as follows: Topic One: lbolton Topic Two: tmelkins Topic Three: Eschbacher Topic Four: kvsmith Topic Five: ppotter Topic Six: OPEN TO ANYONE Use the "Easy Edit" button at the top of the page, then scroll down to locate the designated space in which to write the summary for your assigned topic. The area for your summary may not be visible on-screen - keep scrolling toward the bottom of the page until you find it. Include in your narrative a summary of the assigned reading and insights gained from the readings, the ensuing discussion, and any additional resources suggested by participants. Feel free to write as much as you need, since there is no limit to the number of characters or the length of the page. Click on the "Save" to save the page and preserve your work. Thanks, Steve

Topic One Summary
Priorities and barriers in high school leadership: A summary of findings, which can be found at the following web address: http://findarticles.com/p/articles/mi_qa4002/is_200112/ai_n9016067.



Topic Two Summary
"Trends in School Leadership" by Larry Lashway. The address for this article is:
http://eric.uoregon.edu/publications/digests/digest162.html



Topic Three Summary
Article #1: "Improving Personal Productivity" by Denise Landers. Web address: http://www.sideroad.com/Time_Management/personal-productivity.html
Article #2: "Time Management Tip: Schedule Time for Interruptions" by Eric Plantenberg. Web address: http://www.sideroad.com/Time_Management/time%20management%20tip.html
Article #3: "Work Productivity: Traps to Avoid" by Claire Tompkins. Web address: http://www.sideroad.com/Time_Management/work-productivity-traps-to-avoid.html



Topic Four Summary Article Four Summary: For several decades, educational reform has been a top priority of any country hoping to become a player in the globalization of world economics. Because globalization is multifaceted and in a constant state of change, successful leaders must possess the skills to not only guide an organization’s direction, but create an adaptable environment that embraces change. Globalization has redefined the role of educational leaders as well. While at one time a principal’s skills acquired as a classroom teacher were considered sufficient training for the role of principal, principals now are expected to possess those skills plus the latest technology skills and the leadership skills of a modern corporate leader. Dr. Edwards discusses nine skill areas referred to as “reality leadership”. Reality leaders know that vision is the basis for school-wide change and improvement. The vision is created and propagated by building ownership and empowering members of the learning community. Reality leaders are authentic, seeing their efforts as having a lasting impact on individual students and the communities they are a part of now and in the future. This authenticity drives reality leaders to make decisions based on a set of core values creating a high degree of trust among their followers. Reality leaders communicate frequently and effectively to the members of their educational community. Effective communication helps to keep an organization focused on the mission and vision instead of the misinformation and ancillary issues. Open lines of communication afford reality leaders the opportunity to quell conflicts early and quickly. Reality leaders are transformational. Leaders adjust to change with quick precision, always mindful of the organization’s mission and vision. Reality leaders believe in distributive leadership. Empowering and developing leaders within the school community allows for shared decision making and responsibility. Ultimately distributive leadership creates a healthy school environment and prepares the organization for succession of leadership. Reality leaders know how their schools functions within the context of each school’s community. Educational leaders must be cognizant that their personal and professional experiences will affect their adaptability to an individual school and community. Reality leaders are entrepreneurial, seeking new opportunities for their schools. Theses opportunities are fostered by building networks of relationships within the school organization and the supporting community. Reality leaders constantly challenge themselves to improve. Reflective practice allows leaders to examine why some of their efforts were failures and others great successes. Based on this reflective practice, reality leaders seek opportunities to enhance their professional growth. Reality leaders have a transitional leadership plan. Good leaders develop the leadership potential within their organization, allowing for relatively seamless transitions of power.




Topic Five Summary
Principals Offer Practical, Timely "Time Management" Tips
Web Address: http://www.education-world.com/a_admin/admin/admin436.shtml



Topic Six Summary
"Leading and Leadership: Goals", which can be found at the following web address:
http://www.nwlink.com/~donclark/leader/leadled.html