In recent time it appears that there has been an increasing reluctance from within the teaching ranks to move up into executive teacher roles. Is it a generational change in work ethic? Is it a life choice not to take on the responsibilities or the stress caused by delegated pressures around accountability and the implementation of external requirements? Is it about a lessening interest in teaching as a valued profession?
Whatever the reason for this current situation and what could be termed a ‘vacant lot’ syndrome, effective school leadership at all levels is essential if we are to successfully meet current and future demands. However, without a strong and committed middle level of executive leadership, schools are unable to achieve sustainable change and successfully balance the external demands of accountability and change management with the internal responsibilities related building relationships and effective citizens.
Given this situation and to effect any change to the current status quo, the challenge for current leaders, is to put in place plans that will provide solid foundations and build the structures that fill the ‘vacant lot’ with new architectural components and teacher leaders with the capacity to meld together the roles of teaching, leading and learning. The challenge in building this leadership capacity is to change the focus to one of joint responsibility with every teacher taking up a leadership perspective. Current leaders need to learn how to ‘step back from’ and at the same time ‘talk up’ leadership as a worthwhile endeavour.
From the author’s point of view, the first component needed to start the construction to engage potential leaders is for current leaders to be passionate about the product (education) and clear about the service (teaching, learning, and leading) provided in their school. With such passion comes clarity around strategic intent and plans or structures to successfully achieve targets. When strategic intent is clear to all, potential leaders have a basis on which to build their thinking about the workplace and something tangible to use, develop and reflect on.
Leadership is about building relationships and making connections. It is essential that relationships are developed in such a way that:
Relationships are built through a relentless focus on enabling conversations where there is a focus on reflective self-evaluation. Enabling conversations invite innovation and risk taking and encourage staff to take on leadership opportunities. Enabling conversations have elements of counselling, coaching, mentoring, modelling and administering, while being aligned with professional development and performance, as well as personal and system goals. These conversations should be open to all through invitation and encouragement and not reliant on potential leaders volunteering. It is through enabling conversations that principals can identify ‘want factors’ in potential leaders and ensure that the ‘timing’ is right for any stretch or extra support in the leadership development process.
The second component of the new architecture is to ensure that a variety of pictures about leadership are explored and reflected upon within the context of the workplace and wider system. It is critical to provide the time to explore what people are thinking about leadership. This can be achieved through scaffolded strategic conversations around the numerous leadership styles and the alignment of quality pictures of such aspects of leadership as:
In a quality picture related to leadership we would find all the people, things, ideas and ideals that we have discovered will or have increased the quality actions in leadership roles in the workplace and as part of a bigger system. Actions and reactions are driven by these quality pictures. Quality pictures change as experiences provide shape to leadership styles, levels of intensity and aspirations.
Leaders of today need to become skilled at scaffolding conversations in order to take participants to that ‘comparing place’ where, through self evaluation of personal pictures, a shared picture can be built. The focus is to investigate the base line factors that will influence the creation of the shared quality view, the ‘picture album’, of what constitutes quality leadership. Understanding own and others quality pictures develops shared meaning, energy and a recognition of skills, understandings and knowledge of which strategies and approaches will be most appropriate to a particular context or situation.
The third component of the new architecture is the recognition that being an effective follower or what could be called the follower-leader is an important step toward developing leadership abilities. An effective leader never truly leads without taking input, guidance and learning from others. To become a skilled follower is not an overnight experience. Knowledge of the skills of good followership can be a lifelong endeavour that is nurtured by exposure to a wide variety of experiences. Effective follower-leaders seek out the skills of a winning leader and are continually learning success at all levels. Seeking these people out and asking them the question, ‘how did you get there?’ starts a pattern of openness and communication that is unshakeable. Leaders need to be open and authentic about their own development. To encourage others they must be ready and eager to share their models for success because whatever the paradigm, success is forged from openness to learning. Sharing the journey, knowledge and skills builds on learning, improves capacity of self and most importantly will provide the impetus for another to take on the leadership challenge.
The fourth component relates to a need for new and continual surveying of ‘what’s possible?’ To fill the lot with solid foundations clever thinking and wise decision making is essential. Wise decisions are built on the development of the intellectual capacity of all in the workplace. This requires staff to be learners, to tap into external systems, review research and to learn from experts. Using this approach will demonstrate to staff and community that informed judgements are valued and will often lead to discussion around those often taken for granted or historical school process and teaching methodology. When dealt with in an open inquiry manner, new understanding and professional learning will be achieved and new leaders come to the forefront. It should be remembered however that with questioning of this nature there must be parallel a focus on action, collective ownership of decisions, reflection, celebration and sharing of success (big or small). Sample questions to lead discussion might include:
To be ‘passionate about the product and the service’ referred to earlier, the final component is needed to develop potential leaders. This component is directly related to core business, that is, the ongoing development of professional knowledge about teaching, curriculum, assessment, social justice and values. Through focussed professional development, leaders are able to inspire commitment, create high expectations and achieve quality outcomes. A focus on learning and sharing knowledge highlight individual strengths and provides opportunities for potential leaders to explore and innovate.
With each of the components discussed in place schools will be in a situation where leadership begins to foster leadership and we will no long have the ‘vacant lot’ but teachers that share leadership and are optimistic about taking up the leadership challenge.
Discuss presentationReferences
Crowther, F, Kaagan, S, Ferguson, M and Hann, l (2002). Developing teacher leaders: how teacher leadership enhances school success. Corwin Press Inc, California.
Leadership Matters: Leadership capabilities for Education Queensland. Queensland Government: Department of Education, Training and the Arts.
Leaders Lead, Building leadership in Australian Schools (2003, Draft) APAPDC. workshop papers.
ABOUT THE AUTHORS
Ms Maree Bredhauer is Principal of Girraween Primary School, in Girraween (near Darwin), Northern Territory, Australia. Ms Liz Veel is Principal of Nightcliff Primary School, in Darwin, Northern Territory, Australia.