Create instructional tools that educate teachers in determining the maturity and skill levels of their students. For example, students who lack the skills to perform a task and lack the motivation or confidence to take responsibility for tasks need a leader who tells the students what to do, and who works with them one-on-one. Explain the four basic leadership styles and the four maturity levels so teachers can adequately determine the appropriate leadership style to employ with a given set of circumstances.
Provide scenarios the teachers use in small group break-out sessions to practice situational leadership strategies. Have the participants in each group rotate the roles with each new exercise so everyone gains experience as a leader and as a subordinate. Encourage frank discussion of demonstrated leadership skills, with constructive criticism and ideas for improvement. Provide opportunities for the small groups to share the knowledge gained in the role-playing. Reorganize groups after three role-play sessions so the teachers have the opportunity work with different group compositions.
Set up a leadership team to implement the program in the school. Explain the program goals and identify individuals who monitor progress. Allow teachers several weeks to incorporate the system into their classrooms, and provide coaching to answer questions and to brainstorm strategies. Include continued opportunities for practice for teachers who request or need it, using members of the leadership team. Provide clear and concise parameters for evaluating the use of strategies in the classroom, and develop evaluation forms with objective standards. Work with the administration to develop consequences for poor performance and incentives for outstanding performance. Disseminate the information to the teachers.
Observe teachers using the strategies in the classroom and score with the evaluation forms. Provide a private feedback session to discuss the observations and suggestions for improvement. Provide additional coaching and support for teachers who need and want it. Schedule a second observation for teachers who did not do well with the first observation, and discuss the progress from the first observation to the second one. Implement the rewards and consequences appropriately.
Adapt the program as the teachers become more familiar and skilled at situational leadership. Identify teachers who can work with new teachers to implement the strategies from the onset of their employment in the school. Provide ongoing training to fine tune your program with input from the teachers and administration.