LearnHub

In summary, an effective and inspirational school leader encourages excellence while promoting a community spirit of collaboration and collegiality. A valuable leader is one who understands the various roles and tasks that teachers perform on a daily basis, and takes the time to build lasting relationships with the staff. Principals must lead their school by setting realistic and attainable goals, and providing an opportunity for staff and students to develop to their fullest potential. This process involves working collaboratively with the staff and school community to identify discrepancies between current and desired outcomes, to set and prioritize goals to help close any gaps, to develop improvement and monitoring strategies aimed at accomplishing goals, and to communicate goals and change efforts to the entire school community in ways that are non- threatening or overwhelming. The administrator’s vision must therefore be in alignment with school improvement priorities, and the principal must work with the staff to ensure that these needs are addressed with appropriate professional learning and development opportunities. Demonstrating the following characteristics as a school administrator creates and reinforces a sense of community, energy, and leadership in a school environment:

- an understanding and appreciation of school culture - a clear and inspiring vision of where a school is headed - a love of teaching and ability to relate to teachers - an ability to listen effectively - an ability to make and implement effective decisions - a recognition of the fact that learning is a journey, and the leader is there to support the teacher on that journey

Hi Suzanne,

This is a great question, and I think one that needs to be addressed. I think that as you’ve mentioned, it is crucial for school leaders to ensure that their staff feels motivated (both personally and professionally) and challenged at all stages in their career. I think that the best way to accomplish this is for the school leader to model that enthusiasm and passion. I also think that if the school leader is visible around the school, and in classrooms, that they can find small ways to motivate staff on an inidividual basis. What might motivate one staff member, may not work for another. Leadership is situational in nature. I also think that promoting teamwork among divisions or departments is crucial. We become inspired and motivated when we see what others are doing, and when knowledge is shared. I think that is often fear of the unknown and change that can be intimidating for people. Therefore, providing that professional development for staff is very critical for motivation. Those staff members who are part of the :aging workplace” are often the ones that can be called upon for expert knowledge, so allowing them to assume these positions of responsibility and leadership can also be beneficial.

Hi Anthony, This is definitely a thought provoking and valuable question. I believe that all decisions that we make as educators and administrators must be guided by our moral purpose, and what we know to be good and true. Not having had any administration experience as of yet, I would guess that I am correct in saying that there are times when you come up against and face some rather challenging decisions. That being said, there are times when I believe that doing the right thing, is not always the easiest thing. There is also certain protocol that needs to be followed at the school level, and expectations are set in place for reasons. I think personnal reflection is crucial when it comes to being guided and leading according to “one’s moral purpose”, since it often times necessary to take a step back and put oneself out of the situation first before being able to make a rational decision. I always like to look at it from the standpoint of the safety and well being of all members of a school community. Being able to ask yourself “is my decision going to benefit or harm the community, staff, students, parents in which I serve” is vital to any decision making.

Hi Superstar4,

This is a valuable question that is quite thought provoking. I believe that if we as administrators and educators value educating all aspects of the child, then we must ensure that our students are being immersed in language that promotes teaching them life skills, such as integtrity, responsibility, hard work, etc. Students need to be taught these skills, and we administrators and educators must see this task as a joint responsibility between school and community (home.) Just as teaching students Math and Language is vital to development, so too, must they learn the values that will be necessary to carry them through life. I believe that many initiatives, strategies, and programs that are being introduced at the school level, provide students with opportunities to develop these necessary skills. I also think that curriculum must be integrated, and there are any number of ways of infusing life skils into our everyday practices. If students are immersed in and are taught to value these skills, then that is the greatest benefit. I see this issue as not “adding on” to what we are already to being doing, but simply doing the duty of an educator, which is to develop all aspects of the child.

Hi Mary Ellen,

Your question is a wonderful one. As teachers and administrators, there are so many times that we will go “above and beyond” the call of duty. As educators, we do what we do because we have a passion for it. Never should it feel like a “burden” to coach an extra- curricular activity, or provide extra assistance to a struggling student in a Math class. As you mentioned, students remember the “memorable moments”, and are more often very likely to benefit from learning in an environment outside of the classrom. It is often times at the school level, that students are able to shine in a different way in a venue like an extra- curricular activity. Like anything, there are always going to be those who oppose strategies and decisions that we make as educators and administrators, however, if we keep the “student” as the centre focus, we must be confident with our decisions. If we believe that educaton is more than simply “textbook learning” within the confines of a classroom, and that we must be educating the whole person, then I believe that we must expose students and provide them with opportunities for growth in a variety of disciplines. Building a relationship with students outside of the classroom is crucially valuable, as it allows for students to see you as an educator or administrator in a different light. It also allows for celebration of great talent and achievement. I was saddened to read your comment about the parent at your school. Always remember that what you do is valuable and makes a lasting impression on the lives of your students. The time spent outside of the classroom with a group of students at an event or touranment, is equally significant to time spent educating inside of the classroom.

Hi lmac, Your question is a thought provoking and interesting one. You are correct in saying that at the school level we promote partnerships between school and community, and yet we seem to set up these blockades. While I believe that in our changing society, safety is of utmost concern when it comes to students at school, I do believe that it is necessary to create a more “welcoming environment.” I believe that this can be done by ensuring that the message of “safety” is conveyed to the staff, and parent community in a way that is understandable and non- threatening. While I believe that locking the doors to a school is a necessary precaution, I believe that the message can be construed in a way that is uninviting. Having administrators visible outside of the school building at the beginning of the year welcoming parents, and reminding them to sign in at the main office should they wish to be inside of the building may go a long way. I also think that the message that schools are happy to have visitors is an important one that should be conveyed to the community. The message must often times be repeated, however, it must be said in a way that allows for the partnership between school and community to remain intact.

Hi Denise,

Your question is a great one. I think that whenever change is voluntarily or involuntarily placed on inidividuals, there is bound to some anxiety, confusion, resistance, and a sense of loss towards it. As school leaders, we can manage this change in a way that the followers not only survive the emtional impact, but also excel by bringing about the change in a way that has meaning and purpose. It is pertinent to get the followers to see why the change and work that they are doing is necessary by immersing them in it slowly. Change is manageable when all of the followers work together, and when they see a common benefit to bringing about the change. I also think that as administrators, if we want our followers to excel, we as leaders have to model acceptance of and willingness to be flexible ourselves. By setting high expectations for the followers, and acting as “guide/coach/mentor” along the way, this, I believe is the best way to motivate staff towards embracing and excelling in the face of change.

Hi Kovenden, I too will hop on the bus, and say that I really like the way this question was worded, and believe it is a wonderful one for discussion. In the forum of a school, you’re correct in saying that there are so many different aspects that are constantly modified and altered. While this can sometimes be discouraging for a school community, I believe that schools can make the move from good to sustainable greatness by teaching people to take ownership for the greatness. If everyone believes and buys into a common vision for the school, then it is relatively easy to keep the momentum going. All people on a staff have to work together and must work towards common goals. I also think that leadership must be consistent. There are some adminstators who are involved in all aspects of a school, and others, who may solely focus on the academics component. For schools to propel into greatness, leadership must be focus- specific, and all administrators must share a common vision. School greatness is not something that can be achieved amongst a few members of a school, but all people within a school community must assume responsibility. Just as children must be taught the necessary skills in order to be successful in life, so too must educators and all staff be educated and shown how to effectively carry out tasks that are meaningful for all. Schools of sustainable greatness are ones who have expectations that have been clear and consistent.

Hi Mmann,

Being the Union Represenative at my school, I find your question a very interesting and engaging one. I believe that it is imperative as an administrator to know and understand the collective agreements of all of those on your staff. Familiarizing oneself with the various regulations will make handling a particularly difficult situation less stressful. I think making the “union teachers” happy is equivalent to leading in a fair, consistent, and moral manner. You should always lead in a way that does not go against set out in the collective agreement. Principals and Union Representatives must work in collaboration with one another, and must have ongoing dialogue. I also believe that administrators should and must be in the know about issues that are going on at the union level. Building a professional and open relationship between administration and union representatives is also key. At my school, I consistently inform the principal of anything new that is sent to me from the union, and he in turn, is very supportive of anything that I must report or do in regards to the union. If their is mutual respect and an open relationship has been established, I find that administrators often heaily rely on their reps to help them find the answers to some pertinent questions that they may not have the answers to. Union Representatives are often people whom many staff members confide in, and they hold a position of great responsibility. That said, it is crucial for administration to understand and be supportive of the initiatives and tasks that the union representatives must perform. It is sad to hear what is going on at your school, and the solution, I believe is for administration and union representative to sit down and see discuss where the disconnect lies, and develop strategies that can resolve the conflict. Thanks for sharing this question.

Hi Sony D, I believe that for school imrpovement efforts to be successful, leaders must work in collaboration with a staff by building valuable relationships. School initiatives are successful when educators feel that they are a part of the decision- making process, and are going to actively be able to take responsibility and be a part of the change. I think that bringing about any kind of school improvement takes time, and leaders must work to ensure that they are conveying their vision in a clear fashion. The principal’s role is one of a mentor, who leads and guides a staff towards improvement. An effective leader is also one who listens and repsonds to the input of others, and who makes an effort to bring about change in a gradual way.