Great Leaders Embrace Multiple Styles

We have all heard the saying don’t put all your eggs in one basket. It represents a sound piece of advice for any leader, especially in the field of education.  The reason being is that a person in a position of power or influence should not concentrate all efforts in one area since initiating and sustaining change requires a dynamic mashup of strategies. The bottom line here is that if all of your resources and energy focus on just one thing, the chances of empowering the masses to embrace new ways of thinking or initiatives will be severely hampered.

As styles go, they are numerous, and in many cases, we, or others, often place us in one or another. This can be both good or bad, depending on perspective. Different people respond to different styles. What works for one might not for another and vice versa. Hence the imperative not to conform to one specific style. This is not to say that a leader can’t or shouldn’t excel in a particular style. However, a convergence of styles separates generalists from specialists when it comes to leadership. In terms of the successful implementation of innovative ideas, those who embrace a more general mindset get better results. Consider this perspective from Ideas for Leaders:

The core reason that generalists inspire and create greater innovation is their courage to make mistakes; this courage, in turn, is explained by the knowledge that they have skills that can be applied elsewhere. This is a major advantage for generalists. Innovation is risky. An additional factor contributing to the innovation success of generalists is that they have a perspective that allows them to look beyond assumptions and ‘think outside the box.’ As a result, the innovation they push is original and impactful.

Moving from Specialist to Generalist

Below are some common styles prevalent in leadership today.

Managerial

Whether we like it or not, management plays a pivotal role in leadership. Mark Miller provides this insight:

Great leaders ultimately must rely on a holistic approach to leadership—they must be both a visionary and a manager. They must know the strategy and the big-picture and know how to put it to work and ensure it gets done. They must inspire and connect to people individually. Great leaders are managers because they understand the specific ways that work needs to get done to be efficient and effective. Great managers are leaders because they take the tasks that need to get done and know how their talents fit and, more importantly, how to bring out the talents of others to gain even greater results.

Managing might not be flashy, but it certainly helps achieve results. Important aspects include establishing rules, meeting goals, having efficient operations, improving performance, setting priorities, and executing the strategic plan.  The truth is the best leaders and managers are interchangeable. Too often, however, people are one or the other. These leaders will miss vital tasks that ultimately drive team success.

Instructional

Successful schools and districts have leaders who prioritize instructional strategies that lead to improved learning outcomes. They possess keen insight and knowledge on both traditional and innovative pedagogical techniques that empower learners to think critically, construct new knowledge, and apply what has been learned in a variety of ways.  Instructional leaders roll up their sleeves and make the time to get into the trenches. Getting in classrooms and providing timely feedback to teachers is prioritized. Additionally, they engage in ongoing learning conversations with fellow administrators while seeking out the best professional development opportunities for staff.

Inspirational

Virtually everyone either wants or likes to work with a leader who inspires. These people not only help to establish a shared vision and plan for action but more importantly, they create an environment that motivates and empowers people to be their best.  Inspiring leaders take this a step further by demonstrating passion and commitment to the implementation of all aspects of the vision and resulting strategic plan for improvement. He or she talks the talk, walks the walk, and motivates everyone else to do the same. Eric Garton provides this take:

Inspiring leaders are those who use their unique combination of strengths to motivate individuals and teams to take on bold missions – and hold them accountable for results. And they unlock higher performance through empowerment, not command and control. Leaders who both inspire people and generate results find ways to constructively disrupt established behaviors to help employees break out of culture-weakening routines.

In the end, it is actions that ultimately inspire, not pie in the sky, and fluffy talk.

Transformational

Transformational leadership is based on a theory where a leader works with teams of educators to identify needed change, creating a vision to guide the change through innovative ideas, and executing the change in tandem with committed members of a school, district, or organization. It is a collaborative responsibility for taking action to reach future-oriented goals while meeting the intellectual, emotional, and physical needs of each student. Transformational leaders consistently make observations, listen intently, leverage a growth mindset, and, most importantly, take action to improve the organization.

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Great leaders don’t pigeonhole themselves into one specific style. They openly embrace the benefits and rewards of being a generalist through convergence. In the end, leadership is not about telling people what to do but instead taking them where they need to be. It is challenging to accomplish this goal if all of the eggs are placed in the same basket.

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6 Tips to Move Large Change Efforts Forward

Change is a process, not an event.  Saying this and fully understanding the intricacies involved with the process of change are two totally different things. Change isn’t something that can just be willed on a person, people, or organization.  Mandates and top-down directives rarely become embedded and sustained components of school culture because once the focus changes (and it always does) then all the time, energy, and frustration transfers to the new initiative. These “flavor of the month” rituals driven by a need to embrace the next big thing drives everyone crazy and only exasperates the whispers of this too shall pass, which eventually morph into a chorus of resistance.

Let me be blunt.  Change for the sake of change is a ridiculous waste of time and resources. Improvements are needed in every school and district.  Some changes will be mandated from your respective state. In some cases, these will be hard to swallow, but from an accountability perspective you will need to dig deep and display what constitutes real leadership even if this is not modeled by the people in power above you.  Nobody likes change and this includes many of you!  Our brains are wired to keep us safe and be risk-adverse. This is not to say that many people are not willing to try to implement new ideas and strategies, but when we do there is often a sense of fear and concern as to what happens if we are not successful.  Rest assured it is a natural part of the change process.

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Large change efforts can stymy even the most ardent leaders who pursue different and better. There are so many moving parts, people to please, and hurdles to overcome that getting derailed is a reality that must be put front and center from the beginning. Below I am going to offer some tips on how to not only move large change efforts forward, but to also ensure sustainability and efficacy.  The tips and strategies below are framed around one large change initiative that I helped facilitate as a high school principal - a new teacher evaluation system in our district. NJ mandated every district to adopt an evaluation tool that was more detailed and moved away from the traditional narrative report.  Here is what we learned:

• Be a part of the solution – Large-scale change typically happens at the district level. When I found out that the district was going to be selecting a new evaluation tool I immediately volunteered to be a part of the process. Regardless of your position don’t sit by idly on the sidelines. Get involved!
• Do your research - In this case, we had to adopt a new evaluation tool and there were many choices available.  My team and I did an exhaustive study to narrow down the choices to what we felt were the best four options.  We also looked at the research that supported each tool.  
• Embrace the 4 C’s – In this case the 4 C’s are Communication, Committee, Collaboration, and Consensus. Success of any change, minor or major, begins with effective communication. Your entire staff and community need to know the what, why, where, and when associated with the change. Communication never ceases to be a prevalent component of this process. Next, form a committee and make sure diverse voices and personalities are represented.  For the change to really take hold supporters and critics alike must come together. Establish committee norms to facilitate an environment where the goal is to collaborate to come to a consensus as to what is the best way to move the change forward.  In our case, we reviewed the research on each of the four evaluation tools being considered, allowed each company to pitch their product to the committee, and then openly debated which tool we felt would work best for our school district. 
• Implement with intent and integrity – Once consensus is reached it is time yet again to communicate clearly why the decision was made and how implementation will proceed. The focus should be on how this change will improve teaching, learning, and/or leadership. Provide as much information that validates why the change is being implemented and be honest if any questions or critical feedback arise.
• Provide adequate and appropriate support – Needless to say professional development (not the drive-by variety) is critical for large-scale change to succeed. After deciding on an evaluation tool, we provided in-house trainings on not only the tool itself, but also how the process of conducting observations and evaluations would change. The support continued on an on going, as needed basis until the feeling was that the path to sustainability was well on its way.
• Evaluate, reflect, act – Nothing is perfect in the field of education.  As such we must always look to improve, not just sustain, a change initiative. The process of reflection and evaluation on a consistent basis helps to create a culture committed to growth and improvement.  Taking action to make things better leads to a culture of excellence. 

So there you have it. There is no recipe for change, but experience informs us on how we can make the process a bit smoother eventually leading to success.  

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Leadership Transformed

For every education professional, adversity is a constant reality: lack of time, not enough resources, outdated facilities, resistant staff, and a slew of mandates/directives, to name a few. It can be difficult at times to envision and implement progressive change when you feel buried by these challenges. I wish I could tell you that these daily demands will dissipate in the near future, but that would create an allure of false hope.  Instead, I will tell you what, in my opinion, is the greatest adversary we as leaders face: our own mindset.  

The human brain is wired to keep us safe, and as a result we often become averse to change. The status quo and our personal comfort zones create a perceived safety net that is difficult for many leaders to break free from. In many cases, we teach the way we were taught and lead the way we were led;  our past experiences often dictate or influence professional practice. When this mindset is combined with silos that have been erected to protect organizations from information and new ideas, it becomes more clear as to why transformational change is often just an idea that never gets put into motion.

We must take a critical look at the effect fixed mindsets can have on a learning culture. Shifting our mindset begins with a renewed focus on our senses. As leaders, we must constantly make observations and own what we see. One important reflection point: is your school is preparing students for life or only to do well in school?  Just as important as observing the reality is listening, not just hearing your stakeholders. When leaders don’t listen, people will shut down and withdraw. Saying no or refusing to embrace new ideas has become the safe bet against unwanted risk in a time of disruptive change. However, the unfortunate result is a dramatic decrease in motivation, enthusiasm, willingness to innovate, and respect for one’s ability to lead. 

A shift in mindset empowers leaders to create change, not respond to change. It is this shift that can begin to lay the foundation for transformation. How do we do this? By beginning to challenge the way things are done; by replacing the word “no” with the word “yes” more often; and by focusing on the “what ifs” instead of the “yeah, but’s.”  This is where a growth mindset begins to reap professional rewards.  Leaders who shift to a growth mindset:

• Embrace challenges
• Persist in the face of setbacks
• See effort as the path to mastery
• Learn from criticism
• Find lessons and inspiration in the success of others

When leaders shift to a growth mindset, the foundation is set to really transform learning cultures. Transformational leadership is the collaborative responsibility for taking action to reach future-oriented goals while meeting the intellectual, emotional, and physical needs of each student. Transformational leaders consistently make observations, listen intently, leverage a growth mindset, and most importantly, take action to improve the organization. These leaders:

• Focus on vision and empowerment.
• Embrace risk to facilitate change
• Engage in future-focused problem-solving to create learning opportunities
• Adapt to situations effectively
• Develop and articulate a vision about the future needs of students to ensure that all stakeholders are using the same language about leadership in the school
• Work with people in a manner that ignites their passions, talents, and desires to attain a shared vision

The Transformational Leadership Framework above that we have developed at the International Center for Leadership in Education has four quadrants.  The vertical axis is the vision continuum, or the level of thinking about what is important in a school.  At its lowest level—quadrant A—leaders are authoritative and focus on school rules, practices, and the management of day-to-day tasks. At higher levels, leaders anticipate the future and consider what skills and knowledge students will need and what should be added to current programs and services to help students succeed. 

The horizontal axis is the empowerment continuum. On the left side, leaders execute leadership practices more unilaterally, making decisions and solving day-to-day problems themselves. Moving to the right, leadership shifts from the actions of a single leader to decision making by a leadership team to distributed leadership throughout the district or school.

There is no such thing as a perfect leader, school or district. Each day we have the opportunity to improve professional practice to create a better learning culture for students and educators. Think about your own practice and the steps you can take to make transformation a reality instead of an overused buzzword. 

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