The culture exists to manage the organization in its present state. If we could talk to culture, the future would be clear: The culture would tell us, just repeat the past.” - Gruenert and Whitaker, 2015 When educational leaders are new to their position, or newly
We have a tendency to “stop short” in education. Simply put, we don't always see things through. We may stop short by prematurely committing to a particular idea or leadership strategy. When we commit to an idea at the expense of growing the concept we develop a
This is the second in a series of three posts. Check out the first post: Teams—Don’t Go It Alone. It takes time and effort. It can be maddeningly slow along the way. But, building teacher teams and the structures for teams is one the most important
“You don’t have to be bad to get better.” We all have room to learn and grow, regardless of our level of experience or expertise. For educators, adopting a growth mindset is essential to the complex work of teaching and learning. How does mindset impact instructional leadership? According to
It’s February, the fitness center crowds are nearly back to normal; your carefully crafted meal plan a distant memory; and your best delegation efforts now look more like micromanagement veiled in the guise of “being helpful.” Like the ups and downs of fitness and dieting,
“In 2012, we began work to develop instructional leaders at our schools that would have the expertise in the critical areas of leadership to effectively lead their schools to meet the increasing requirements in faculty development and student achievement. Through our work with Dr. Julie
Forget about being the person in charge, the one at the top of the pyramid, the “my way or the highway” manager. While that stale management paradigm was all about command and control of people and things, the new leadership standard is all about connecting
“Leaders and would-be leaders today face double jeopardy. The demands on them are multifarious, disjointed, relentless, and chaotic. And the advice they receive—from their bosses, books, workshops, job descriptions, and consultants—is an amalgam of half-truths, vague generalities, piecemeal solutions, and ad hoc good ideas. Yet
What if we, as instructional leaders, supported creativity in teaching and learning? I mean really supported it. Here are a few things we might expect to see (and hear). We would see ourselves leading by example. We would view uncertainty as a sign that new
“If your actions inspire others to dream more, learn more, do more and become more, you are a leader.” (Sinek, Leaders Eat Last) Leadership in education today is at a crossroads. Part of the challenge is due to a shift in demographics that has seen many veteran leaders