Years ago, I was talking with a district leadership team about speaking with their staff. They focused heavily on “mindset” and helping staff embrace change, which has been a focus of my research and work for years, so it seemed like a great fit.
As we discussed some of the possibilities with staff, they gave me some initiatives and ideas they didn’t want me to discuss. It was nothing controversial, but it was some things that they didn’t want me to acknowledge existed in education.
I was shocked and asked why they didn’t want me to speak about it. Their concern (I am not joking) was that if it was really good, their staff might expect them (administrators) to change some of their work.
Really??!?!
So, having a “growth mindset” was imperative for teachers but not admin.
One of the things that frustrates many teachers is that they are asked to be “innovative” in their classrooms while they watch their administrators and systems stay the same. I love this quote from Jamie Notter:
Of course, we should not jump on every initiative available, whether it is good or not. There are only so many things we can do in education, and if we try to do everything, we will do nothing well.
However, there is a difference between guarding the time and resources of a school and our people versus simply “doing the things we have always done” in educational leadership while asking others to change.
The role of leadership (which is different than being an administrator) is supposed to be focused on helping move people forward.
What is the best way to do that? By being the example yourself.
If you aren’t open to change and your own growth,
why would the people you serve be open to learning new things themselves?
If you are frustrated with others’ lack of growth, don’t start with them; start with yourself.
Are you open to feedback, challenge, and growth, or is that just something others should consider?
Some of the best principals, superintendents, and central office staff I have ever connected with willingly partake in professional learning alongside their school community. Their presence often signals to their staff that everyone, including myself, can improve. But it goes beyond being visible to having a willingness to learn. That really says something to those you serve.
The best way to move people forward is through actions, not words.
