Response 1

Organizational Effectiveness

Organizational Effectiveness determines if a school or institution will accomplish long term success.  It is one thing to experience success on a touch and go basis.  However, longstanding success depends on the effectiveness of the organization, in this case, school.  Organizational effectiveness is how an organization reaches its peak due to leaders being able to set and communicate goals for teachers and staff and outline ways to strategically execute the goals.  With this, leaders must be clear and concise in their communication (Maloney, 2019).  They must be effective in decision-making as well.

A great leader had organizational effectiveness when he or she communicates to people their worth and

inspire them to see it in themselves.  When these people have gained this confidence, they are on the

path to helping develop organizational effectiveness.

Covey's Perspectives on Leadership in Action and My Organization

              Stephen Covey (1991) believes that one necessity of great leadership is to inspire trust in the team members.  By doing this, the leader must build positive relationships through strong character and competence in the work that is done.  From one team member to another, a belief in each other’s capacity to produce, deliver, and achieve goals in critical.  Micromanagement and second guessing are discouraged by Covey for great leadership.  Secondly, a purpose must be clarified with the team.  This is where the concise and precise leadership comes in.  Effective leaders must involve the team in the communication process where goals and strategies are concerned.  This strategy fosters the team members’ “buy-in.”  They feel that they are on the same page about the goals when they are in the process.  Thirdly, Covey explains that it is a must that systems are aligned.  This means that there is a clear alignment between the focus of the school and the measurement of the focus.  Finally, unleashed talent is essential.  People are empowered when trust is inspired, and goals and systems are aligned.  Talent is unleashed when the leader taps into the potential and the staff member utilize and maximize their capacity, creativity, intelligence, and resourcefulness.

              My school is still growing and has not yet accomplished Covey’s perspectives on leadership.  Trust is not inspired in all staff members.  Unless our new leader knew you before she came to this institution, she does not trust in the work that you do until you prove it to her.  Although, this does not apply to me, she does not give certain staff members to earn that trust or even attempt to display their capacity to be great.   Communication tends to be the largest deficit that our team has.  Communication is not clear.  Plans change with notifying the team, as a whole.  Situations occur that affect the whole and only certain team members are privy to the information.  Systems are created in collaboration, but then changed without notification or without warning.

Supported Initiatives

The team supports my initiatives.  Because I have been charged with creating and leading the Ninth Grade Splash Academy, my leader supports most of my initiatives.  I have implemented monthly assemblies with my students and teachers, and I have all support.  I have implemented a monthly calendar with scheduled PLCs, dress-out days for staff and students, incentives for attendance, behavior, and coursework/gaining credits.  We have common planning times and lunch times therefore we can support the students academically by providing tutorials during lunch time and detentions, when needed.  My leader does support my initiatives and it helps my students in the process.