Vision – Leaders must articulate a strong and positive vision of how they want to see the school change as well as be adept at identifying problems and creating solutions for what they believe is needed to achieve changes and improvements under consideration.
Planning and goal-setting – Leaders need to be able to identify clear and achievable goals and communicate those to others involved in the restructuring process.
Sharing the decision-making process – Leaders cooperate and work with faculty and staff as well students, parents and others involved in the process and are flexible enough to let the plans grow and change as necessary to achieve the desired results.
Empowering and taking initiative – An effective leader starts the process moving, then allows his or her faculty and staff to bring their own visions and initiatives to the planning table, thereby helping them to ‘own’ the process of sharing ideas and perspectives of programs under consideration.
Development of faculty and staff – Leadership also includes providing support and opportunities for development to the faculty and staff, especially the newest teachers, for whom the first three years as an instructor are usually the most critical of their careers. Principals may visit classrooms on a regular basis to observe and evaluate the strengths and weaknesses of teachers and support staff, and offer constructive feedback.