Over the course of time, this motivates educators to do more, as they see that administrators are practicing the same policies. (Boyd, 2002) (Brower, 2005) Whether your current school leader is conventional, congenial, or collegial?

The school leader is someone who is embracing conventional and collegial techniques. This is because, she gives everyone a certain amount of independence in determining how they will reach out to students and meet various curriculum requirements. Yet, she also has everyone participate in an open discussion about how to improve quality and the techniques they are utilizing. This involves having staff members monitor, observe and critique each other in a friendly -- non-confrontational manner. (Cram, 2000) (Boyd, 2002) (Brower, 2005)

To enhance these ideas, the principle handles herself in a professional manner. This means that she looks at various issues objectively and has measured responses for what is taking place. Moreover, she is serving as a liaison that can troubleshoot problems and effectively create innovative solutions everyone agrees with. This is achieved with her being a good listener and carefully thinking about how she will address different issues. (Cram, 2000) (Boyd, 2002) (Brower, 2005)

Once this is occurs, is when she will encourage educators to use a certain amount of independence, to understand what is happening and learn for themselves about how to improve. This creates an atmosphere, where everyone wants to know more and is willing help one another to become better at what they do. It is at this point, when they are motivated to assist their colleagues and address any kind of issues when they are small. In many ways, one could...

That is fueled by innovation and creativity in the process. (Cram, 2000) (Boyd, 2002) (Brower, 2005)
For instance, the way that our current principle uses the conventional and collegial styles can be seen with how different challenges are being addressed. In this particular case, an educator was having trouble reaching out to students who were English language learners. They were mainly focused on utilizing traditional methods and expected them to pick up on the ideas that were presented. (Cram, 2000) (Boyd, 2002) (Brower, 2005)

The problem is that students did not understand the information and they were quickly falling behind in accreditation standards. To address these issues, she encouraged other educators to monitor the techniques that were utilized and offer ideas to help this person. They worked with them to create different tools, which enhanced the individual's learning comprehension of the concepts through relating them to their culture. This made it easier for them to learn. (Cram, 2000) (Boyd, 2002) (Brower, 2005)

At the same time, they used it technology to teach to different styles of learning and help to reinforce key concepts. This led to a dramatic improvement, in their comprehension of the material and it allowed everyone to actively participate in the process. What made this educator so successful; is the principle used conventional and collegial techniques to identify specific issues before they became major problems. (Cram, 2000) (Boyd, 2002) (Brower, 2005)