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Physical presence of leadership is an elemental component of an effective learning organization. While the element of physical presence of leadership is regarded as most obvious, it frequently remains overlooked. Hall (2005) contended that leadership’s presence, physical and otherwise, yields more dividends than would seem reasonable. One of these dividends involves developing productive professional working relationships. He stated; “No matter the exact locale, and no matter the content, a present principal is one with whom all members of the school community can build a relationship. And relationships, when dealing with a profession that is (or should be) 98 percent human interactions, are of utmost importance” (p. 3).
Traditionally the physical presence of leadership is highly regarded. Reavis (1976) described the importance of the physical presences of effective supervision as a long-term, field based cyclical process called “Clinical Supervision”. Goldhammer (1969) described clinical supervision as:
"that phase of instruction which draws its data from first hand observation of actual teaching events, and involves face to face…interaction between the supervisor and the teacher in the analysis of teaching behaviors and activities for instructional improvement." (pp. 19-20)
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