Delegation (Part 2): The WHAT

[The following is an excerpt from TrustED®: The Bridge to School Improvement]

As a general observation, some leaders tend not to delegate as they should. Although they may say they trust those they supervise, their automatic reaction to solving a problem is to jump in themselves to find solutions. They may believe it is more efficient not to delegate and can be heard saying something like, “It’s just easier to do it myself.” However, that belief is a false approach to efficiency, which limits leaders and those they lead.

As a school leader, I have often shared that a large portion of my job is to delegate. When school community problems and issues arise, it is my responsibility to identify the key players in working out solutions. It is not as simple as passing the proverbial buck. Rather, it falls on the school leader to know his or her principals, coordinators, specialists, teachers, and others on the school leadership team well and connect the right problem-solvers with the right problem – and then support them throughout the process of developing solutions or completing the project.

Although school leaders may recognize the value of delegating, they may struggle with specifically what to delegate or not to delegate. In Fiore’s description of a school leader’s essential duties, he states the leader is charged to…

“Delegate duties and responsibilities to officers or employees… except where policy or regulations of the school board prohibit such delegation of authority.” (Introduction to Educational Administration: Standards, Theories, and Practice )

So, to answer the question, “What type of decisions may be delegated?” – he is saying, “as many as possible.”

What should not be delegated? At the senior-level of school leadership, the answer is those decisions and responsibilities for which the position is legally, ethically, and contractually responsible… [continue reading]

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