This post is the third in the #HierarchySeries. You can find the first post here.
The area of effective leadership encompasses everyone that influences the people around them. I do not hold the area of leadership for only administration. I’m a firm believer that teacher leaders have so much more influence than they ever give themselves credit for.
I was listening to my friend, Adam Welcome, speak about leadership a few weeks ago, and he said that you can take a great leader and put them on an ineffective team and they will be able to morph that team into effectiveness. The effectiveness of a leader or leaders in an organization can be so influential, so detrimental or beneficial depending, that a change in leadership can cause a tidal wave throughout the entire organization.
In the hierarchy, I’ve placed effective leadership above climate & culture because a positive climate and culture will continue to support an effective leader so they can move forward and create change. I believe that an effective leader put in the position of needing to fix a negative climate will be able to do that, but it will take away from their ability to move an organization forward immediately when they are forced to take time and energy away to fill the holes in the foundation. I also believe that an ineffective leader can be the catalyst for issues in a positive climate & culture.
I was reading a post by Peter Economy called the 10 Powerful Habits of Highly Effective Leaders, and this is what he listed:
- Confident but not arrogant
- A persuasive communicator
- Sensitive & responsive to others
- An optimist
- Organized & together
I agree with all of these traits, but I also believe that educators need special skills to work in the industry we do, so I added these additional ones:
- Empathetic and compassionate
- Models behaviors
- Can effectively move from student interaction to teacher interaction
- Truly & authentically reflective
- Recognizes themselves as a servant
- Focuses on positive relationships
- Recognizes trust as imperative
- Understands perception is reality
- Supports risk-taking & learning from failure
In the hierarchy, I added “transparent and relationship focused”. I believe that these two encompass many of the traits listed in the habits. It is difficult, if not impossible, to create authentic relationships and connections if a leader is not empathetic and compassionate, trustworthy, supportive, and sensitive to other’s needs. In an authentic connection, a teacher will never wonder if an attempt at a positive interaction was merely because the leader needed something from them. I truly believe that when there is an authentic, positive relationship between a leader and the people they serve, both sides will walk through fire to make certain that they have what they need to be successful.
An effective leader will also model what they want to see. As an administrator, if I ask you to coach other teachers, I will be working with them as well. If I ask you to expand your learning using Twitter, I am going to pull my profile up and show you how I use it. If I ask you to personalize learning, you will notice me personalizing your professional development. Modeling behaviors that we ask of others will show them that we find so much value in them that we are willing to take time to do them ourselves. It also eliminates the “do as I say, not as I do” perception, which can affect trust.
One of the biggest issues I’ve seen ineffective leadership is when the leaders do not have a true pulse on their organization. If there is a shaky trust between teachers and administration, and teachers may not give honest feedback. Therefore, the administration feels like everything is going well and it perpetuates whatever mistrust they have created. From the leadership side, whatever it is that they believe is not what is not in line with what is perceived by the rest of the district. From the teacher perspective, they don’t believe that they will make a difference anyway, and they choose not to put their positions in jeopardy. It is a Catch-22.
Leaders can become more effective by beginning to truly value the relationships with the people around them, whether we are speaking about the custodians, parents, students, teachers, paraprofessionals, or any of the other multitudes of support systems that we have in place in education. Also, becoming reflective enough to recognize if what they think about their leadership matches the perception of the people they serve.
Here are some questions to ponder:
Is your perception of your strengths and weaknesses everyone else’s reality?
How can you work with others to realize their leadership strengths? Weaknesses?
How is the leadership perceived overall in the district? Is there a way to improve this perception? How do you create buy-in amongst the leaders?
How do you really feel about risk-taking? Do you say you support it, but question others when they fail?
I believe the leadership of an organization is crucial to its success. The support that the leadership gives, regardless of if that is in an administrative capacity or not, will influence the mindset of the organization and the people in it. Because of the magnitude of difference the leadership can make, it’s imperative that effective leaders cultivate other leaders within their organization, and that ineffective leaders be given the support they need to grow and improve.
Read the next post in the #hierarchyseries here: Mindset