Leadership in education isn't easy and definitely isn't for the faint of heart. Additionally, it's easy to second guess and question how a school leader reacts, responds and makes decisions. In the end, it's really impossible to understand what it's like in the chair without having ever sat in the chair. Having said that, here are some suggestions to keep in mind to make that chair as comfortable as possible:
1). Publicly praising those who are deserving doesn't always yield the positive results and 'kick-start' motivation you seek...
When we publicly praise someone, we think we are doing them a real solid, but in the end, it may cause more negative than positive. Here's the thing, some people don't want to be publicly recognized as it can put a target on their back. Additionally, when we publicly recognize someone for their efforts, it acknowledges that there are others who aren't doing what that person is doing. This unfortunately can empower and confirm a secondary culture that exists beneath any of the positive. Praise is a good thing and we need more of it, but be aware of how it affects the praised and those who are around when the praising is done.
2). Asking others to be 'tech savvy' but yet your actions lead others to think you are quite comfortable with 20th century education...
The title 'instructional leader' and 'lead learner' are commonly used but may just be misplaced. Assuming that there are no other instructional or lead learners in a building other than the administrator(s) may be a little presumptuous to say the least. Having said that, we need administrators to not just talk the talk... they need to walk the walk. We need administrators to model effective technology usage and put technology integration into everyday life and the daily operational structure of the school. Technology integration can't and shouldn't be an event... not if you want teachers embracing and using technology consistently for the benefit of student learning.
3). The unintended consequence of always saying 'yes...'
Sure, we need administrators to support and encourage their teachers. And a lot of times this starts with allowing them to follow a path of their own choosing. It means giving teachers latitude and flexibility to do what they need to do. It means treating them as the professionals that they are. On the flip side though... don't get caught saying 'yes' all the time without little questioning or validation. What I mean is that when you become the administrator who always says 'yes,' people start to assume you will say yes no matter what. This then creates a culture of complacency and lack of appreciation for being intentional with our actions. Additionally, it removes the presence of being able to truly fight for and struggle for what we want. In leadership it's way too easy to say yes... it's when you are able to say no, you truly give yes the power and backing it deserves...
4). Making me question everything I do by making blanket statements to the entire staff about something you aren't happy with...
When a small group of people do something that needs to be addressed, leaders typically take one of two routes... the first route and better route is to address and speak with those individuals specifically. The second and more commonly used route is to send a staff-wide email or make a blanket statement at the next faculty meeting. The blanket statement is easier and most certainly less confrontational, but it's like many things that are easier, it's not nearly as effective or productive. The truth is that when you address the entire staff, the people you are really trying to reach won't be listening or they simply won't care. The innocent and majority of your staff will question what they are doing and worry that you may be talking about them when you really aren't.
5). Believing in collaboration and group consensus is important, but there are times when this isn't what we need as a staff...
Getting buy-in and support from as many stakeholders as possible is a trademark of great leadership. Educational leaders won't last long in a leadership position if they never stop to collaborate and get feedback and input from those with whom they work. However, if a leader makes all the decisions by way of group consensus, then there are decisions that won't be made soon enough and there will be decisions made that just aren't the best decisions. A leader is able to see the full picture, which means he/she has information and perspective that many others do not. Additionally, a big part of being a leader is making the tough decisions when others aren't able. Leadership requires action and there are times when collaboration and group consensus get in the way of that action.
1). Publicly praising those who are deserving doesn't always yield the positive results and 'kick-start' motivation you seek...
When we publicly praise someone, we think we are doing them a real solid, but in the end, it may cause more negative than positive. Here's the thing, some people don't want to be publicly recognized as it can put a target on their back. Additionally, when we publicly recognize someone for their efforts, it acknowledges that there are others who aren't doing what that person is doing. This unfortunately can empower and confirm a secondary culture that exists beneath any of the positive. Praise is a good thing and we need more of it, but be aware of how it affects the praised and those who are around when the praising is done. 2). Asking others to be 'tech savvy' but yet your actions lead others to think you are quite comfortable with 20th century education...
The title 'instructional leader' and 'lead learner' are commonly used but may just be misplaced. Assuming that there are no other instructional or lead learners in a building other than the administrator(s) may be a little presumptuous to say the least. Having said that, we need administrators to not just talk the talk... they need to walk the walk. We need administrators to model effective technology usage and put technology integration into everyday life and the daily operational structure of the school. Technology integration can't and shouldn't be an event... not if you want teachers embracing and using technology consistently for the benefit of student learning.
3). The unintended consequence of always saying 'yes...'
Sure, we need administrators to support and encourage their teachers. And a lot of times this starts with allowing them to follow a path of their own choosing. It means giving teachers latitude and flexibility to do what they need to do. It means treating them as the professionals that they are. On the flip side though... don't get caught saying 'yes' all the time without little questioning or validation. What I mean is that when you become the administrator who always says 'yes,' people start to assume you will say yes no matter what. This then creates a culture of complacency and lack of appreciation for being intentional with our actions. Additionally, it removes the presence of being able to truly fight for and struggle for what we want. In leadership it's way too easy to say yes... it's when you are able to say no, you truly give yes the power and backing it deserves...
4). Making me question everything I do by making blanket statements to the entire staff about something you aren't happy with...
When a small group of people do something that needs to be addressed, leaders typically take one of two routes... the first route and better route is to address and speak with those individuals specifically. The second and more commonly used route is to send a staff-wide email or make a blanket statement at the next faculty meeting. The blanket statement is easier and most certainly less confrontational, but it's like many things that are easier, it's not nearly as effective or productive. The truth is that when you address the entire staff, the people you are really trying to reach won't be listening or they simply won't care. The innocent and majority of your staff will question what they are doing and worry that you may be talking about them when you really aren't.
5). Believing in collaboration and group consensus is important, but there are times when this isn't what we need as a staff...
Getting buy-in and support from as many stakeholders as possible is a trademark of great leadership. Educational leaders won't last long in a leadership position if they never stop to collaborate and get feedback and input from those with whom they work. However, if a leader makes all the decisions by way of group consensus, then there are decisions that won't be made soon enough and there will be decisions made that just aren't the best decisions. A leader is able to see the full picture, which means he/she has information and perspective that many others do not. Additionally, a big part of being a leader is making the tough decisions when others aren't able. Leadership requires action and there are times when collaboration and group consensus get in the way of that action.