How is my leadership going to help maximize student learning? Beyond being well-received by kids and staff, or revered in the community, there is that: are my actions contributing toward the crucial goal of creating interdependent learners? In that effort, I consider myself a democratic leader. I choose to focus on the greater purpose that drives us all in the same direction away from individual gains toward the collective mission.
I believe that I can clearly be the person in charge, while knowing and professing that I am no more important than any stakeholder: child, staff, or parent. Communicating this essential understanding promotes mutual respect, and allows for effective collaboration. In the same way the student becomes an asset when they accept responsibility for their own growth, focus, self-correct, and celebrate victories, a staff can walk in step with parent and community members to achieve incredible things. Inasmuch as effective commitment is being made to achieve prescribed learning standards and observed best practices, teachers should be allowed to deliver curriculum in a way that reflects their strengths. This power unleashed can connect the classroom to the outside world in a way that is engaging and creates a “why” for working on mastering concepts that are difficult and important. Given earned autonomy, the time and opportunity to master their craft, and serve a purpose greater than themselves teachers will be motivated. I will be that leader for them. Practicing distributive leadership is the only way to meet the urgent demand of preparing students for the 21st century. Sharing responsibility with team leaders is a self reinforcing habit; not only can more be accomplished in a shorter time, but the joy of successfully meeting a goal can be experienced by more than the school leader. It also sends the ultimate message that what is happening on campus is not about the leader, but student learning.
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AuthorStanding on the shoulders of friends and family. Archives
December 2016
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