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Leadership Audit Tool: A Participatory Management Checklist 1998 There are a wide variety of leadership styles employed in America's schools. The purpose of participatory management is to foster staff buy-in and commitment. This participatory management checklist can help leaders take stock of their management style and focus on participatory management skills and techniques that they would like to change or improve. This online version of the Leadership Audit tool is adapted from the version that first appeared in the second issue of New Leaders for Tomorrow's Schools. After responding to the questions, click the "Graph My Responses" button at the bottom of the page to see a graphic representation of your responses. The graph can be used to consider leadership areas that may need change. 1. Have we worked together to develop and articulate a shared purpose and a clear educational vision focused on learning?
Never	Sometimes	Frequently	Always

2. Do leaders protect the vision, make it visible to others, and communicate it regularly to the school community?
Never	Sometimes	Frequently	Always

3. Do leaders communicate their values and mission in the things they do, how they spend their time, and what they consider important?
Never	Sometimes	Frequently	Always

4. Do we take collective responsibility for school practices and outcomes?
Never	Sometimes	Frequently	Always

5. Do leaders in our school emphasize power through people rather than power over people?
Never	Sometimes	Frequently	Always

6. Is authority in our school based more on professional knowledge and competence than on position and rules?
Never	Sometimes	Frequently	Always

7. Do leaders in our school facilitate, guide, and coach others to adopt practices that advance student performance? academic and social?
Never	Sometimes	Frequently	Always

8. Do leaders provide social support for high academic achievement?
Never	Sometimes	Frequently	Always

9. Do the leaders communicate their passion for learning by challenging ineffective practices and teachers?
Never	Sometimes	Frequently	Always

10. Do leaders create a culture that supports risk-taking and encourages innovation?
Never	Sometimes	Frequently	Always

11. Do leaders create an atmosphere of trust and respect among staff, students, and the school community?
Never	Sometimes	Frequently	Always

Approaches to Problem Solving and Decision Making 12. Are discussion and inquiry common and accepted practices in our school?
Never	Sometimes	Frequently	Always

13. Do we share information and make decisions together?
Never	Sometimes	Frequently	Always

14. Do we solve problems collaboratively?
Never	Sometimes	Frequently	Always

15. Are we open to multiple approaches and solutions rather than reliance on single answers and past practices?
Never	Sometimes	Frequently	Always

16. Do leaders try to gain many points of view before solving important problems?
Never	Sometimes	Frequently	Always

17. Is decision making consensual and inclusive as opposed to top-down and nonparticipatory?
Never	Sometimes	Frequently	Always

18. Do leaders provide formal and informal means for staff and students to raise and solve problems in the school?
Never	Sometimes	Frequently	Always

19. Do leaders accept conflict as "normal" and use it as a stimulus for change, or is it viewed as "bad" and something simply to be controlled?
Never	Sometimes	Frequently	Always

Concerning Learning 20. Are learning goals clear, understood, and accepted?
Never	Sometimes	Frequently	Always

21. Do leaders protect academic time and support teachers in keeping students engaged in learning?
Never	Sometimes	Frequently	Always

22. Do students acquire essential skills and knowledge at high levels?
Never	Sometimes	Frequently	Always

23. Do we engage students as active learners and co-constructors of knowledge?
Never	Sometimes	Frequently	Always

24. Do classroom practices develop thinking skills for all children rather than emphasize rote acquisition of basic skills?
Never	Sometimes	Frequently	Always

25. Do classroom practices provide opportunities to apply and use knowledge in a variety of contexts?
Never	Sometimes	Frequently	Always

26. Do we provide opportunities for students to direct and be responsible for their own learning?
Never	Sometimes	Frequently	Always

27. Do we use cooperative learning groups and other alternative methods rather than relying solely on independent work and competition?
Never	Sometimes	Frequently	Always

28. Are some learning experiences interdisciplinary?
Never	Sometimes	Frequently	Always

29. Do learning experiences in our school incorporate resources outside of the classroom?
Never	Sometimes	Frequently	Always

30. Do we use valid, multiple assessments to gauge student learning and progress?
Never	Sometimes	Frequently	Always

31. Is there time and support for professional development that improves curriculum, instruction, and student learning?
Never	Sometimes	Frequently	Always

32. Do leaders model life-long learning for others by sharing new learning, successes, and failures?
Never	Sometimes	Frequently	Always

Structural Conditions 33. Are roles in our school flexible and interdependent rather than rigid and hierarchical?
Never	Sometimes	Frequently	Always

34. Do teachers have considerable autonomy and discretion to plan curriculum and organize instruction within an overall framework?
Never	Sometimes	Frequently	Always

35. Do we use teams to plan and implement school improvement?
Never	Sometimes	Frequently	Always

36. Are there opportunities for dialogue and planning across teams, grades, and subjects?
Never	Sometimes	Frequently	Always

37. Is communication in our school open and fluid as opposed to regulated by traditional chains of command?
Never	Sometimes	Frequently	Always

38. Do we create small, "communal" arrangements that personalize learning and maximize student-teacher and student-student interaction?
Never	Sometimes	Frequently	Always

39. Do we create an environment that is safe, supportive, and conducive to learning?
Never	Sometimes	Frequently	Always

Relating to the Community 40. Do we encourage widescale participation of stakeholders parents, community members, and students?
Never	Sometimes	Frequently	Always

41. Do we empower parents and community members to participate in decisions about our school?
Never	Sometimes	Frequently	Always

42. Do we forge partnerships with community organizations, agencies, and businesses to address the needs of children and families?
Never	Sometimes	Frequently	Always

43. Are we linking a variety of health and human services to our school?
Never	Sometimes	Frequently	Always

44. Are local businesses involved with our school?
Never	Sometimes	Frequently	Always

School Cluture 45. Do we appreciate and provide for the cultural diversity of students?
Never	Sometimes	Frequently	Always

46. Do we demonstrate an understanding of the culture, norms, values, beliefs, and traditions of the students?
Never	Sometimes	Frequently	Always

47. Do we foster a caring environment for students and teachers in pursuit of improved learning?
Never	Sometimes	Frequently	Always

48. Do we encourage sustained dialogue and debate among teachers and parents about School Improvement and what is best for students?
Never	Sometimes	Frequently	Always

49. Do we provide opportunities and encouragement to staff, students, and community to become life long learners?
Never	Sometimes	Frequently	Always

Human Resources 50. Do leaders actively recruit and select staff that reinforce the norms, values, and mission of the school?
Never	Sometimes	Frequently	Always

51. Do we organize the school to gain effective implementation of policies and procedures to improve learning?
Never	Sometimes	Frequently	Always

52. Do we utilize the school budget to maximize school change and improvement?
Never	Sometimes	Frequently	Always

Click the "Graph My Responses" button to create a graph representing your answers. Please print the page with your graph so that you have a copy of that graph.