Category: Educational Leadership

  • Building A Future-Ready Curriculum: What It Might Look Like In Secondary Schools

    Building A Future-Ready Curriculum: What It Might Look Like In Secondary Schools

    Last week, during a curriculum planning meeting, one of our Heads of Department asked a simple question that stopped the room. “If we are teaching a five-year scheme of work for jobs that will not exist in five years, what exactly are we preparing them for?” Nobody had a tidy answer. We spent the rest of the meeting circling it, and I have been circling it since.

    It is not a new question. Every generation of school leaders has claimed to be preparing students for an uncertain future. What has changed is the pace. The World Economic Forum’s Future of Jobs Report 2025 estimates that 78 million new job opportunities will open by 2030, alongside significant displacement, and it names analytical thinking, resilience, AI and big data literacy, and technological fluency among the fastest-growing skills employers expect. A curriculum built around static content is unlikely to serve students well against a backdrop that is moving that quickly.

    So what might a future-ready secondary curriculum actually look like? Three shifts stand out to me.

    From Content Coverage To Competency

    The OECD’s Learning Compass 2030 offers a useful reframe. It is not a curriculum itself, but it sets out the knowledge, skills, attitudes and values students will need to navigate towards individual and collective well-being, including data and digital literacy alongside the more familiar literacy and numeracy. The shift it implies is significant. Instead of asking “have we covered the syllabus,” schools are pushed to ask “can this student act on what they know.” Coverage and competency are not opposites. However, a curriculum designed around competency tends to make room for depth over breadth, and for transfer over recall.

    Treating AI As A Curriculum Question, Not Just A Classroom Tool

    Much of the conversation in schools has focused on how teachers use AI, or how students might misuse it. That is important, but it is only half the question. The OECD’s recent work on evolving AI capabilities argues that curricula will need to give far more deliberate attention to problem-solving, data literacy and technology use as core competencies in their own right, not bolted-on digital citizenship lessons. The Learning Policy Institute goes further, arguing that the AI era requires schools to be redesigned rather than adjusted at the edges. Whether or not a school agrees with that scale of ambition, it is a useful provocation. Are we updating our curriculum, or are we simply updating our policy on calculators?

    Learning That Behaves Like The Real World

    The most convincing future-ready curricula I have seen share one trait: the work students do resembles the work adults do.

    Edutopia’s collection of interdisciplinary project-based learning case studies is full of small but telling examples, students investigating a real environmental problem in their own classroom, then presenting findings and lobbying local government; students designing and building an irrigation system for a garden they planned themselves. None of this requires abandoning subject disciplines. It requires designing the assessment task so that Science, Design and Civics have a genuine reason to sit in the same room.

    None of these three shifts are easy to implement at scale. Timetables resist interdisciplinary work. Universities still ask for familiar subject grades. Teachers are, understandably, cautious about redesigning something that already works reasonably well. However, I would argue that the risk of moving too slowly is now greater than the risk of moving imperfectly.

    A curriculum that only prepares students to pass the assessment it was designed around is not, by definition, future-ready.

    It is only ever present-ready, and the present does not hold still for long enough to make that a safe bet.

    So I will leave you with the question that stopped our meeting last week. If you are teaching your current scheme of work for jobs that may not exist by the time your students graduate, what exactly are you preparing them for? I do not have a complete answer yet. I suspect no single school does. But asking the question, properly and often, may be the most future-ready thing a curriculum team can do.

    Journeying:

    Related Articles:

  • Trust is Your Leadership Currency: How to Build It and Fix It When It’s Broken

    Trust is Your Leadership Currency: How to Build It and Fix It When It’s Broken

    Trust is the foundation of leadership. Without it, teams struggle with engagement, communication, and performance.

    When your team trusts you, they:

    • Feel safe sharing ideas and concerns.
    • Follow your direction without hesitation.
    • Stay motivated and committed to their work.

    But trust isn’t automatic. You have to earn it—and once lost, it’s hard to regain.

    “Trust is the glue of life. It’s the most essential ingredient in effective communication. It’s the foundational principle that holds all relationships.”

    Stephen R. Covey (1989).

    How to Build Trust

    Be Reliable

    People trust leaders who follow through. If you make a commitment, keep it. Small actions matter.

    • Show up on time.
    • Respond when you say you will.
    • Deliver on promises, no matter how minor.

    According to Stephen M.R. Covey (2006), “Trust is equal parts character and competence… You can look at any leadership failure, and it’s always a failure of one or the other.” Inconsistent leaders quickly lose credibility, while dependable and skilled ones gain long-term trust.

    Communicate Clearly

    Uncertainty breeds doubt. Be open about decisions, challenges, and expectations.

    • Share what you know, even when it’s tough.
    • Explain why choices are made.
    • Invite feedback and act on it.

    Trust Your Team

    Trust goes both ways. When people feel trusted, they step up.

    • Give people autonomy.
    • Recognize good work.
    • Let others take the lead when possible.

    Lead by Example

    Integrity builds trust. Your actions set the tone for your team.

    • Admit mistakes instead of making excuses.
    • Treat everyone with respect—always.
    • Hold yourself to the same standards you expect from others.

    Kouzes and Posner (2012) reinforce this idea: “Exemplary leaders know that if they want to gain commitment and achieve the highest standards, they must be models of the behaviour they expect of others.” If you want your team to be honest, communicative, and reliable, you must first be those things yourself.

    How to Fix Broken Trust

    Even great leaders make mistakes. What you do next determines if trust can be restored.

    Take Responsibility

    Don’t deflect blame or make excuses. Own the mistake and show you’re serious about making things right.

    • Acknowledge what happened.
    • Apologize without qualifications.
    • Explain what you’ll do differently.

    Follow Through on Fixes

    Words aren’t enough. Actions rebuild trust.

    • If you promise change, deliver it.
    • Be patient—trust takes time to restore.
    • Keep communication open so people see your commitment.

    Rebuild Relationships

    Trust is personal. Talk directly with those affected.

    • Ask what they need to feel confident in you again.
    • Listen without defending yourself.
    • Make amends where possible.

    Trust Questions in Leadership Interviews

    Expect to be asked, “How do you build and repair trust?”

    Here’s a strong way to answer:

    “Trust is built through consistency, honesty, and accountability. I focus on open communication, keeping commitments, and ensuring my actions match my words. If trust is broken, I address it directly, take responsibility, and make sure it doesn’t happen again. In a previous role, a miscommunication caused frustration in my team. I admitted the error, clarified expectations, and improved our process. Over time, trust was restored.”

    Interviewers want to hear that you understand trust is a process—not just a promise.

    Final Thoughts

    Trust isn’t just about leadership—it’s about relationships. Build it with consistency, communication, and integrity. If it breaks, own it and prove through action that you’re committed to fixing it.

    What’s one way a leader has earned your trust?

    References

    Covey, S. M. R. (2006). The Speed of Trust: The One Thing That Changes Everything. Free Press.

    Kouzes, J. M., & Posner, B. Z. (2012). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations (5th ed.). Jossey-Bass.

    Covey, S. R. (1989). The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change. Free Press.

  • “When Should You Challenge Your Principal?—And How to Talk About It in an Interview”

    “When Should You Challenge Your Principal?—And How to Talk About It in an Interview”

    Working in an international school comes with unique challenges. Leadership decisions can sometimes clash with your values or professional ethics. Knowing when and how to challenge your principal can make a difference for your school, students, and career.

    When Should You Speak Up?

    • Ethical Issues – If a decision compromises student well-being or violates ethical guidelines, it’s time to step in. Research shows ethical leadership improves trust and accountability (Brown & Treviño, 2006).
    • Conflicts with Your Values – When leadership choices don’t align with the school’s mission or your beliefs, raising concerns can help maintain a strong culture (Fullan, 2014).
    • Leadership Blind Spots – Even experienced leaders make mistakes. Offering a different perspective can lead to better decisions (Goleman, Boyatzis, & McKee, 2013).
    • Poor Communication or Policy Changes – If decisions are unclear or cause confusion, asking for transparency can improve staff and student experiences.

    How to Challenge Your Principal Effectively

    • Pick the Right Time – A scheduled meeting works better than a public confrontation.
    • Be Constructive – Focus on solutions, not problems. Try: “Can we discuss an alternative approach supporting staff and students?”
    • Use Evidence – Present data, research, or examples to back your concerns.
    • Respect Their Role – Acknowledge their perspective while expressing your views.

    Answering This in an Interview

    Interviewers often ask how you handle disagreements with leadership. A strong response shows professionalism and problem-solving skills. Use the STAR method (Situation, Task, Action, Result):

    • Situation: “A proposed curriculum change seemed to exclude students with diverse learning needs.”
    • Task: “I needed to ensure all students had equal access to resources.”
    • Action: “I met with the principal, shared concerns, and provided alternative solutions based on research.”
    • Result: “We adjusted the plan to better support all students.”

    When to Walk Away

    If leadership consistently ignores ethical concerns or dismisses staff input, it might be time to leave. Studies show that misalignment with workplace values can lead to burnout (Maslach & Leiter, 2016).

    Key Takeaways

    • Speak up when decisions affect ethics, values, or transparency.
    • Choose the right time and frame your concerns constructively.
    • Use facts, not emotions, to support your case.
    • In interviews, highlight your ability to challenge professionally.
    • If the leadership culture doesn’t fit your values, consider other opportunities.

    In small and connected communities, possibly with friends in leadership and the worry of securing your next reference, challenging leadership is hard. But consistently working outside of your values is harder still.

    There is no perfect approach to this situation or answer to this question. Feel the room. When asked about this in an interview, I believed I had responded appropriately; the eye roll on the other side of the desk said otherwise. On a question as personal as this, if the interviewer strongly disagrees with you, it probably is not a good fit, and you move on to the next position.

    Alignment is crucial to your happiness and success. The interviewer’s response to this question will teach you a lot about their values and beliefs. It is worth tuning in to this and ensuring you can and still want to work with them if the job is offered.

    What Do You Think?

    Have you ever had to challenge a school leader? Share your experience in the comments!

    References:

    Brown, M. E., & Treviño, L. K. (2006). Ethical leadership: A review and future directions. The Leadership Quarterly, 17(6), 595-616.

    Fullan, M. (2014). The Principal: Three Keys to Maximizing Impact. Jossey-Bass.

    Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden driver of great performance. Harvard Business Review, 79(11), 42-51.

    Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111.

  • “Belonging Over DEI? What Schools Want to Hear in Leadership Interviews”

    “Belonging Over DEI? What Schools Want to Hear in Leadership Interviews”

    A strong sense of belonging helps students feel safe, valued, and ready to learn. It also strengthens teacher-student relationships and improves school culture.

    Belonging isn’t just about including different perspectives. It’s about making sure everyone feels recognized and respected every day. While diversity and inclusion remain essential, recent shifts in education suggest belonging may be a better focus.

    A Harvard Business Review article, “What Comes After DEI?” argues that many DEI programs fall short because they don’t create meaningful, lasting change. Schools that build belonging go beyond policies and focus on everyday actions that help people connect.

    How can you create belonging in your school or classroom?

    Practical Ways to Build Belonging

    1. Get Names Right

    Names matter. When you say someone’s name correctly, you acknowledge their identity. Mispronouncing a name—especially repeatedly—can make a student feel invisible.

    • Ask for the correct pronunciation early and practice until you get it right.
    • Use tools like NameCoach or Forvo to check pronunciation.
    • Model respect by correcting mispronunciations when you hear them.

    2. Design an Identity-Safe Classroom

    Students feel safer when they see themselves reflected in the curriculum and environment.

    • Display books, posters, and resources representing different cultures, backgrounds, and perspectives.
    • Invite students to share their stories through assignments, discussions, or projects.
    • Use inclusive language that respects students’ identities.

    3. Use Jigsaw Learning

    Jigsaw learning ensures every student plays a vital role in group work.

    • Break lessons into key parts and assign each student a section.
    • Have students teach their section to their peers.
    • Encourage collaboration by rotating groups regularly.

    This method, developed by Elliot Aronson, improves engagement and helps students feel like valued contributors.

    4. Craft Inclusive Situations

    Every interaction in your school shapes belonging. Small shifts in how and where students interact can make a difference.

    • Pair students purposefully to encourage new friendships.
    • Rethink classroom discussions to ensure multiple perspectives are heard.
    • Offer leadership roles to students who might not usually step forward.

    5. Connect Learning to Students’ Lives

    When students see themselves in the material, they engage more.

    • Use case studies and examples that reflect diverse experiences.
    • Ask students to bring stories, music, or traditions that matter to them.
    • Create assignments with flexible formats so students can express themselves in natural ways.

    Angeline Aow, in Becoming a Totally Inclusive School, emphasizes that identity-safe spaces improve student confidence.

    How to Answer This in an Interview

    If a school leader asks, “How do you create a sense of belonging in your classroom?” they want a clear, structured answer. Use the S.T.A.R. method to give a strong response:

    1. Situation: Describe a challenge related to belonging.
    2. Task: Explain what needs to change.
    3. Action: Share specific steps you took.
    4. Result: Highlight the impact on students or staff.

    Example Response for an Academic Leader

    Situation: Some students in my school felt disconnected because class discussions often centred on dominant cultural narratives.

    Task: I wanted to create a more inclusive space where all students saw their perspectives reflected.

    Action:

    • I adjusted the curriculum to include stories from different backgrounds.
    • I encouraged students to bring in personal experiences related to our covered topics.
    • I used jigsaw learning, so every student contributed meaningfully.

    Result: Students became more engaged, and classroom discussions reflected a wider range of experiences. I also saw a shift in peer relationships, with more cross-cultural friendships forming.

    Example Response for a Pastoral Leader

    Situation: A new student from another country was struggling to make friends.

    Task: I needed to help them integrate into the school community.

    Action:

    • I paired them with a buddy who shared a similar interest.
    • I introduced lunchtime social groups where students played games and discussed their cultures.
    • I checked in regularly to see how they were adjusting.

    Result: The student became more confident, participated more in class, and formed strong friendships.

    What This Means for International Schools

    Many international schools have strong diversity statements. But will they stay true to their values if external pressures push against DEI work?

    Belonging offers a way forward. Instead of framing inclusion as a debate, schools can focus on creating environments where students feel connected. This approach moves past labels and into real, daily practices that benefit everyone.

    Takeaways for Educators and Leaders

    • Small actions, like learning names and rethinking classroom discussions, shape belonging.
    • A welcoming classroom is intentional, not accidental.
    • In interviews, use the S.T.A.R. method to show how you create belonging.
    • Schools should focus on sustained efforts rather than temporary initiatives.

    Creating belonging isn’t just about policies—it’s about what happens daily in classrooms and hallways. How will you contribute?

  • “The Secret to Inspiring Teams—And How to Talk About It in Your Interview”

    “The Secret to Inspiring Teams—And How to Talk About It in Your Interview”

    Getting an assistant principal role is a big step in your leadership journey. To succeed in the interview, you need more than just a list of qualifications. You must clearly explain your “why,” show leadership skills and inspire confidence. This guide will help you prepare with insights from Patrick Lencioni and Simon Sinek, practical interview techniques like the S.T.A.R. method, and strategies for motivating teams—even those resistant to change.

    Defining Your “Why” and Motivation

    Before you prepare for specific questions, take a moment to reflect. Why do you want to be an assistant principal? In Start With Why, Simon Sinek explains that leaders with a clear purpose inspire trust and commitment. Patrick Lencioni, in The Motive, stresses the difference between leading for personal gain and leading to serve others.

    Ask yourself:

    • Are you passionate about student success, teacher growth, or school improvement?
    • Do you see leadership as a responsibility or just a step up in your career?

    Interviewers look for candidates who understand their purpose and take leadership seriously.

    Is Inspiration Actionable or Just a Concept?

    Inspiration isn’t just a feeling; you can create it through leadership. Adam Galinsky, in Inspire, explains that leaders set the conditions for motivation and action. Show your ability to inspire others in interviews by:

    • Communicating a clear vision that connects with the school’s mission.
    • Leading by example—your actions should reflect your values.
    • Recognizing and celebrating progress, not just results.

    Inspiring Those Who Are Resistant

    Not everyone on your team will be eager to follow. Strong leaders find ways to engage those who resist change:

    • Build trust by being consistent and transparent.
    • Acknowledge challenges and find common ground.
    • Give people ownership over solutions to increase their investment.

    Using the S.T.A.R. Method to Ace Your Interview

    The S.T.A.R. method helps you structure clear and impactful responses:

    • Situation – Describe a challenge you faced.
    • Task – Explain your role in addressing it.
    • Action – Detail the steps you took.
    • Results – Highlight the impact of your actions.

    Example: Academic Leadership Scenario

    • Situation: Teachers struggled with a new assessment policy.
    • Task: As a grade-level leader, I needed to help them transition smoothly.
    • Action: I organized training, collected feedback, and adjusted the plan.
    • Results: Teacher adoption increased by 80%, and assessments became more consistent.

    This method keeps your answers structured, clear, and persuasive.

    Recommended Resources on Inspiring Teams

    To grow as a leader, explore these resources:

    • Leaders Eat Last by Simon Sinek – How leaders build trust and cooperation.
    • The Five Dysfunctions of a Team by Patrick Lencioni – Common team challenges and how to fix them.
    • Inspire by Adam Galinsky – Practical ways to motivate and influence others.
    • Harvard Business Review articles on leadership and motivation.
    • Educational Leadership Journal – Research-backed strategies for school leaders.
    • Drive by Daniel Pink – The science behind motivation and performance.

    Key Takeaways

    • Define your why to clearly explain your motivation for leadership.
    • See inspiration as an action rather than just a concept.
    • Use the S.T.A.R. method to give strong interview responses.
    • Develop strategies to motivate even resistant team members.
    • Keep learning from trusted leadership sources.

    Take Action

    Preparing for an assistant principal interview starts now.

    • Reflect on your leadership values.
    • Practice answering interview questions using the S.T.A.R. method.
    • Read and apply insights from the recommended books and articles.

    Stay engaged in leadership discussions and keep improving. Good luck!

    Journeying:

    Reading:

    How to Inspire People

    Adam Galinsky On How Great Leader Inspire Their Teams

    Inc.com: Leaders who inspire greateness, show these 3 qualities

    Forbes: 3 Strategies to motivate and Inspire through tough times

    Recommended book: Inspire by Adam Galinksy

  • “The Dark Side of Empathy: Unmasking Manipulative Leaders”

    “The Dark Side of Empathy: Unmasking Manipulative Leaders”

    Some leaders understand emotions better than others. They can read people, predict reactions, and use this insight to influence decisions. But not all of them do so with good intentions. In leadership and psychological research, these individuals have become known as “dark empaths”.

    What Is Dark Empathy?

    Dark empathy is understanding and connecting with others’ emotions—but for self-serving purposes. Unlike traditional empathy, which fosters kindness and support, dark empathy can be used for control and manipulation.

    Dark empaths share traits with the Dark Triad—narcissism, Machiavellianism, and psychopathy—but they differ in one key way. They feel others’ emotions but don’t always use that awareness ethically.

    Five Traits of Dark Empathy

    1. Manipulation: They use emotional awareness to influence people for their benefit, often employing guilt-tripping or gaslighting tactics to help them achieve their goals.
    2. Charisma: They are often likeable and socially skilled. This makes them harder to spot and makes it easy for them to win your trust.
    3. Emotional Intelligence: They can read and predict others’ feelings with accuracy.
    4. Emotional Detachment: They understand pain but don’t necessarily feel guilty about causing it.
    5. Strategic Thinking: They plan their actions carefully, ensuring they maintain control.

    Is Dark Empathy a Valid Leadership Model?

    Some argue that dark empathy makes for effective leadership—leaders who are persuasive, emotionally aware, and socially dominant. These traits can help them:

    • Inspire confidence in their teams.
    • Navigate conflicts with skill.
    • Influence decisions in their favour.

    But there’s a downside. Dark Empath leaders often prioritise personal success over team well-being. Over time, this can:

    • Create a toxic work culture built on fear and uncertainty.
    • Cause burnout as employees struggle with emotional pressure.
    • This leads to high turnover when people recognise the manipulation.

    While dark empathy can be helpful, it lacks the genuine care that builds trust and long-term success.

    Current Research on Dark Empathy

    Recent studies suggest one in five people show signs of dark empathy. These individuals often blend emotional intelligence with self-interest, making them difficult to identify.

    Research highlights:

    • Dark empaths score high on emotional intelligence tests but show lower levels of compassion.
    • They avoid physical aggression but engage in psychological manipulation.
    • Many thrive in leadership roles where control and persuasion are key.

    For a deeper dive, check out this research on dark empaths.

    How Dark Empathy Shows Up in School Leadership

    School leaders influence students, staff, and policies. A dark empath in this role might:

    • Show excessive charm while subtly undermining colleagues.
    • Use emotional leverage to push staff into extra work.
    • Favour specific students or teachers to control loyalty.
    • Frame manipulation as motivation, disguising pressure as encouragement.

    This leadership style can create high stress, competition, and distrust in a school environment.

    Is Dark Empathy Always Bad?

    Not necessarily. Reading emotions and thinking strategically can be helpful—if guided by strong ethics. Some dark empaths use their skills for good by:

    • Defusing conflicts with their deep understanding of emotions.
    • Motivating teams without pushing them too far.
    • Recognising manipulation in others and countering it effectively.

    The key difference is intent. When dark empathy serves only the leader, it becomes dangerous.

    How to Handle a Dark Empath Boss

    If you work under a dark empath leader, you need explicit strategies to protect yourself.

    • Set firm boundaries – Stick to your responsibilities and avoid personal entanglements.
    • Document interactions – Keep records of meaningful conversations.
    • Seek support – Talk to colleagues or HR if patterns emerge.
    • Stay emotionally aware – Recognize when guilt or pressure is being used against you.

    Dark empaths thrive on emotional leverage—don’t give them that power.

    References:

    • Heym, N., Ferguson, E., & Lawrence, C. (2021). Dark empathy: Understanding the emotional intelligence of manipulative personalities. Journal of Personality and Social Psychology, 120(3), 480–496.
    • Hessel, J., Hansen, C., & Miller, D. (2022). Leadership and dark empathy: A double-edged sword in organizational settings. Leadership Quarterly, 33(2), 270–290.
    • Paulus, M., & Williams, B. (2021). The psychology of dark empathy: Implications for leadership and influence. Psychological Science, 32(5), 680–695.
    • Wai, M., & Tiliopoulos, N. (2012). The dark triad and emotional intelligence: Intersections and consequences. Personality and Individual Differences, 53(6), 762–766.

    Journeying

    As a psychology practitioner and a keen reader of Robert Greene, I am currently researching this topic. I will write more on related topics soon.

    Sources used and some further reading:

    Article: The positive connection between dark triad traits and leadership levels in self- and other-ratings

    Article: The Dark Empath: Characterising dark traits in the presence of empathy

    Article: In Leaders We Trust, or Should We? Supervisors’ Dark Triad Personality Traits and Ratings of Team Performance and Innovation

    Article: The Dark Empath: Characterising dark traits in the presence of empathy

    Mindforest Article: 3 Traits of Dark Triad Personality: Recognise Dark Leadership at Work

    Article: Examining Dark Triad Traits in Formal Leaders and Their Impact on Employee Workplace Stress: A Comparative Study of Family and Non-Family Businesses

    Article: Understanding the Hidden Manipulator

  • Why Do Some Teachers Resist Leadership Roles?

    Why Do Some Teachers Resist Leadership Roles?

    Moving from the classroom to a leadership role is a big step. Some teachers embrace the challenge. Others avoid it. Why?

    Why Some Teachers Stay in the Classroom

    • Love of Teaching – Some educators find deep satisfaction in working directly with students. Leadership often means giving that up.
    • More Work, Less Balance – Leadership roles come with longer hours, meetings, and added stress. Not everyone wants that.
    • Fear of Losing Connection – Principals and administrators can feel distant from everyday classroom life. Some teachers worry they’ll lose touch.
    • Burnout – After years of teaching, exhaustion sets in. Adding leadership responsibilities feels overwhelming.
    • Bad Experiences with Leadership – If a teacher has dealt with poor leadership, they may not want to be part of the system.
    • Feeling Unqualified – Imposter syndrome is real. Many teachers doubt their ability to lead, even when they’re ready.
    • Unclear Path to Promotion – Some schools don’t provide clear steps for career growth. Without guidance, teachers feel stuck.

    What Makes a Good School Leader?

    Good leaders:

    • Support and empower teachers.
    • Make decisions that help students.
    • Communicate clearly and listen well.
    • Stay connected to the classroom experience.
    • Lead by example, not just by authority.

    Why Do Teachers Choose Leadership?

    Some teachers want a new challenge. Others see leadership as a way to make a bigger impact. Here are a few reasons they step up:

    • A Desire to Grow – After years of teaching, leadership offers a fresh challenge.
    • Higher Pay – Leadership roles often come with a salary increase.
    • A Sense of Progression – Some teachers feel they’ve earned a leadership role after years in the field.
    • A Chance to Influence Change – Principals and administrators shape school policies and teaching practices.

    Barriers to Leadership

    Even when teachers are interested in leadership, obstacles get in the way:

    • Not Knowing Where to Start – Without mentors or a clear career path, leadership feels out of reach.
    • Nepotism and Favoritism – Some feel leadership positions go to those with the right connections, not the right skills.
    • Fear of Isolation – Moving into leadership can mean losing daily interactions with teacher peers.
    • Introversion – Leadership often requires public speaking and constant interaction, which can be draining for introverts.

    Final Thoughts

    Not every teacher wants to lead, and that’s okay. But schools need to provide clear pathways, mentorship, and support for those who do.

    Would you consider a leadership role? What’s stopping you?

    Journeying:

    Books:

    • “Resistance in Educational Leadership, Management, and Administration”
      This edited volume offers various perspectives on resistance within educational leadership and management. taylorfrancis.com
    • “Responding to Resistance: Thirty Strategies to Manage Conflict in Your School” by William A. Sommers
      This guide provides practical strategies for educational leaders to address and manage conflict within school communities. solutiontree.com

    TED Talks:

    • “A Teacher’s Lesson on Leadership” by Beth Wolfe
      Beth Wolfe shares her journey of growing as a leader, emphasizing the importance of courage and the impact of small actions. ted.com
    • “We Cannot Lead Others Without First Leading From Within” by Lolly Daskal
      Leadership expert Lolly Daskal discusses the internal qualities essential for effective leadership. ted.com
    • “Resistance as a Pathway to Change” by Melinda Wells
      Melinda Wells explores how embracing resistance can lead to positive change in educational settings. ted.com

    Additional Resources:

    Books:

    • “Resistance in Educational Leadership, Management, and Administration”
      This edited volume offers various perspectives on resistance within educational leadership and management. taylorfrancis.com
    • “Responding to Resistance: Thirty Strategies to Manage Conflict in Your School” by William A. Sommers
      This guide provides practical strategies for educational leaders to address and manage conflict within school communities.
    • “Teacher Leaders, Classroom Champions” by Jeanetta Jones Miller
    • This book discusses how teachers can serve as leaders within their classrooms and influence school communities.solutiontree.com

    Ted Talks:

    • “A Teacher’s Lesson on Leadership” by Beth Wolfe
      Beth Wolfe shares her journey of growing as a leader, emphasizing the importance of courage and the impact of small actions. ted.com
    • “We Cannot Lead Others Without First Leading From Within” by Lolly Daskal
      Leadership expert Lolly Daskal discusses the internal qualities essential for effective leadership. ted.com
    • “Resistance as a Pathway to Change” by Melinda Wells
    • Melinda Wells explores how embracing resistance can lead to positive change in educational settings.ted.com

  • Leadership Interview Preparation and Recent Trends in Education 2024

    Leadership Interview Preparation and Recent Trends in Education 2024

    The interview season is upon us once again. Advertisements and job descriptions are starting to be posted online, and school websites are no doubt getting serious traffic. For those looking to step into leadership, it can be an exciting and daunting experience. After years of teaching and relevant experience, it can feel like it is time to make the move into leadership. Easier said than done.

    Talented competition, internal candidates, and gaps in your CV serve as genuine obstacles to gaining a position for which you are well-suited. We teach our students skills, and character education is as important as academics and grades. However, interview panels can still bias themselves towards candidates with years of experience in the role. It is both frustrating and understandable. The obstacles are real, although they serve as an opportunity for learning and reflection.

    Self-Awareness

    Self-awareness is a key principle of leadership, and understanding how your experience and identity impact your ability to lead is essential. The questions below force you to consider the ‘why’ of your application and candidacy, as well as your own identity and leadership philosophy. I have been asked these questions myself. Despite your level of preparation, they are challenging to answer in an interview setting.

    Consider the following questions as you start preparing yourself for any leadership positions:

    1. What is it about the job description and the school that led you to apply for this position?
    2. How have you developed as a leader over the last few years?
    3. Tell us about your identity and how it influences who you are as an educator and leader?

    The Nolan Principles

    School leaders demonstrate the Seven Principles of Public Life in their daily interactions and practice. These are also known as the Nolan principles. These principles form the basis for ethical leadership in our schools:

    • Selflessness
    • Integrity
    • Objectivity
    • Accountability
    • Openness
    • Honesty
    • Leadership

    Reflect on the above principles and consider those that resonate with you. How do you demonstrate these in your daily practice, and how can you evidence them? Link these to your personal values and consider how these prepare you for a life in school leadership.

    Your Leadership Philosophy Statement

    When applying for leadership positions, you may be asked for an educational or leadership philosophy statement. If you have not written one before, a quick Google Search will provide you with examples that may inspire you. This statement is personal to you, and whilst resources like ChatGPT may provide some assistance, any resources will detract from your individual skills and value if you overuse them.

    Having re-drafted my own recently, I can recommend the following resources to help you get started:

    A Philosophy statement is never truly finished, and the process can feel contrived. It is a worthwhile process, so stick with it. It will help you form new ideas, clarify your values and priorities and be more articulate in your interview responses. Follow the advice, avoid buzzwords, and re-visit and update it regularly.

    Recent Trends in Education

    Preparation is the key to ensuring that you are aware of the recent trends in education and how these are reflected in the leadership interview setting. It used to be enough to know a school website and why you wanted the position. Not any more. Recent interview questions are designed to avoid canned responses and get to know the “real you”.

    The following list of questions has appeared in recent interviews as either a candidate or hiring principal. Review them and draft your responses. You will be well prepared.

    Diversity, Equity and Inclusion, Belonging and Identity

    • Share a specific example of how you have ensured every student feels valued, cared for, and included in your current school?
    • Tell us how you experience and qualifications have prepared you to successfully lead a school supporting students, teachers and parents..[Insert context and job specification elements here].
    • How do you foster trust and repair trust if it is broken?
    • What strategies or activities have you employed to create a sense of belonging in your school/classroom? [Be specific- name and describe what you did].
    • How do you/have you gone about building a strong culture and community?
    • How do you help your team become cognitively engaged in their work?

    Your Values, Priorities and Leadership Style:

    • How do you inspire your team and teachers?
    • How do you ensure that your team maintains high levels of motivation to do good work?
    • What would you do if you heard via a colleague that a teacher who had attended a recent professional learning experience used this as a platform to discuss the school in a negative light?
    • What innovations have you successfully introduced in the last few years?
    • What would you introduce if you were successful?
    • What is the most exciting change you have made to your classroom practice in the past 12 months? Why?
    • What is your driving aim as a teacher?
    • Who is the most inspirational teacher that you have ever had? Why?
    • Teachers require a range of skills to be successful in the classroom? Which ONE skill do you think is most important? Why?
    • Values and character education are at the heart of what we do. What does this mean to you? How would you promote the values and mission of the school in your daily interactions with students?
    • Is there anything else you want to add that may help distinguish you as an ideal candidate for this position?

    Wellbeing

    • Are there steps to help ensure that your team members do not get burned out?
      • Talk about how you have built relationships with parents and the wider school community.
    • How have you helped promote student agency among students?
    • What would you do if a student was engaged in inappropriate behaviour outside school e.g. drinking alcohol with older people and entering bars.

    Managing Teachers and Conflict

    • Describe an instance when you had to lead through change. How did you manage resistance among staff or stakeholders?
    • Tell us about a successful professional development initiative that you have led. What was your approach? How did you measure the impact of this PD?
    • How do you create buy-in or help promote the necessary change when not everyone is on board?

    Role Specific Tasks

    • How do you manage a budget effectively?
    • How have you effectively used data to improve student outcomes?
    • What are the specific challenges faced by Grade # and # students, and what has been your experience supporting them?

    No amount of preparation will secure a job against a better candidate. But you will feel that you gave the best version of yourself in the interview, and any rejection will feel that little bit better. If you are true to yourself and your values, you will secure a job that is the “right fit” for you and enter a school that will value your contributions and leadership.

    A Note On The Future Of Learning

    Knowledgeworks has identified “Emerging Technologies/Automating Choices, Civic Superpowers, Accelerating Brains, Toxic Narratives and Remaking Geographies” as the 5 Drivers of Change in the Future of Learning.

    As we prepare students for an uncertain and rapidly changing future, it is worth researching the above and how you might best educate students to succeed in today’s world. I will explore this area in future posts.

  • Leading Yourself: 5 Leadership Lessons From The Stoics – Part 1

    Leading Yourself: 5 Leadership Lessons From The Stoics – Part 1

    Over the years, I have attended and completed many leadership training programs. Some good, some not so good. “Good”, however, is subjective. To me, “good’ is when I have learned a lot, I am energised by the experience and I am able to use the ideas right away. “Good” has never been about the certificate gained, or the status of the awarding institution.

    “Good” has involved collaborating with and learning from other experienced educators. Often these people are a lot more experienced than me and I am intrigued by their accounts of leading their school and moving it forward.

    Formal Education: Leadership Training Programs

    My Master’s Degree was good. I enrolled with Endicott College, in Beverly, Massachusetts. The course covered many topics from the world of leadership and they were all set within the context of International Education. The Professors are all experienced School Leaders who were able to share both leadership theory and their personal experience. These courses were fun and useful. They are designed to be practical rather than overly academic. This served me well and provided a solid foundation upon which to build my leadership journey.

    My Certificate in International School Leadership from The Principal Training Center was good. In fact, it was excellent. A series of interactive workshops again, led by seasoned School Leaders provided me with an excellent professional network as a reward for my efforts. I am still in contact with many leaders from this experience today.

    Most recently, due to COVID-19, I pursued leadership development online. The Harvard Graduate School of Education was recommended to me, and I enrolled upon The Certificate of School Management and Leadership. This was also, good. There was a network of eager and experienced professionals ready to discuss hot topics from the world of education. The course contains real-life case studies and research from Harvard University and required you to reflect upon your current practice at every turn. 

    Informal Education: Reading To Lead

    As is the case with most educators, I am a learner and a reader. It is not surprising then that many of my most personal leadership lessons came from books. I have other posts on lessons learned from specific titles and so I will not review these here. I would like to focus on the leadership lessons that I have learned from The Stoics. 

    I stumbled across Stoic Philosophy after discovering Ryan Holiday online. Intrigued by this approach to life I journeyed and began reading the books that Ryan considers the core Stoic texts.

    The Core Stoic Texts:

    • Meditations by Marcus Aurelius
    • Letters from a Stoic by Seneca
    • Discourses and Selected Writings by Epictetus 

    Since then, I have read their other works and regularly review these books for their guidance and wisdom. When times are challenging and the going gets tough, these books keep me grounded and focused on what is important. I have also learned that Barrack Obama and Abraham Lincoln also kept copies of Meditations to hand for inspiration.

    Ryan Holiday’s own work also provides guidance in a much more accessible format. Ryan’s book ‘Ego Is The Enemy’ is where I began my Stoic journey and one of my personal favourites. All of his books are both entertaining and insightful in their own way.

    Ryan Holiday’s Stoic Series:

    • The Obstacle Is The Way
    • Ego Is The Enemy
    • Stillness Is The Key
    • Courage Is Calling

    I recommend Ego Is The Enemy as a starting point for a few reasons. The main one is that as experienced educators we can often feel that we are entitled to the next promotion. Ryan reminds us that all achievements including promotion are earned through hard work. 

    This brings us to the first lesson…

    Lesson 1: Study

    “Leisure without study is death- a tomb for the living person.”

    Seneca. Moral Letters, 82.4

    The most inspirational and effective school leaders I have worked with, or have the pleasure to know, are both readers and learners. They did not stop trying to hone their craft upon recognition of a title. If anything, the study just got harder and more important. As a leader, it is essential that your knowledge of education and schooling remains current, that you are reading around leadership and that you are attending professional development. The process of learning in leadership is invaluable. You can never know everything. You can always improve. 

    A daily reading and reflection practice has proven critical to my leadership development as well as encouraging me to reflect upon my day and consider what I may have done better. Reading may not be leading, however, the knowledge gained from reading the work of experienced leaders has allowed me to apply strategies to my very own specific situation. In many ways, the book chooses you as we are drawn to content most relevant to our current situation. The lessons you take from it will depend on how open you are to learning and improving.

    Lesson 2: It Isn’t About You

    “That which isn’t good for the hive, isn’t good for the bee.”

    Marcus Aurelius. Meditations, 6.54

    Many leaders enter a new role with their own personal agenda. It pays to remember that your agenda is doing what is best for learning within the context of your current school. If all actions benefit the school community then it is of benefit to you.

    Implementing a new initiative because it worked well at your previous school may look good on your CV, however, it will not necessarily benefit the school. Consider how will it survive long after you are gone. Put your students, teachers and parents first and you will be leading well. If necessary nominate a critical friend to confide in and keep you in check.

    Lesson 3: Not Everyone Will Like or Agree With You, And That’s OK!

    “The Universe is change. Life is opinion.”

    Marcus Aurelius. Meditations, 4.3.4b

    As a leader, you will be required to do things that people may not like for the good of the school. Not everyone is privileged with possessing the big picture, and so you inevitably run into opposition or become the subject of gossip and rumour. This is OK. As long as you remain true to working in the best interests of the school, let them talk. 

    Lesson 4: Things Won’t Always Go As Planned

    “Don’t seek for everything to happen as you wish it would, but rather wish that everything happens as it actually will- then your life will be serene. 

    Epictetus. Enchiridion, 8

    This lesson has never been more relevant to me than it is now. The best-laid plans often go wrong and we are often judged by how we respond to these shifts in fortune. Keep a level head and focus on the bigger picture. The road twists and turns but you will get there in the end.

    As a first-year leader, you will often make mistakes. This does not matter. Owning them and responding in the best interests of your students and teachers is what counts. In a culture of psychological safety, you will be free to take risks and learn from them. If a culture of psychological safety does not already exist, then it is part of your duty as a leader to help build it.

    Lesson 5: Set The Standards And Use Them

    “When the standards have been set, things are tested and weighed. And the work of philosophy is just this, to examine and uphold the standards, but the work of a truly good person is in using those standards when they know them.”

    Epictetus. Discourses, 2.11.223-25

    As a new leader, you will be tried and tested. Set the standard for yourself and others. A school with high standards will experience better behaviour, gain better grades and have a happier community. When everyone is aware of the expectation and how to meet them you can rely less on policy. Referring to policy can sometimes seem very punitive, but adhering to high standards relies more on character. Having a clear policy is essential, however, only use it when you really need to.

    There are many lessons within every page of the Stoic texts. Reading selected writings daily and reflecting on my practice as a leader has taught me more about myself than any formal leadership training. I highly recommend this daily meditation as one approach to improving your own leadership practice.

    Journeying

    Ryan Holiday’s Website

    Lives Of The Stoics by Ryan Holiday

    How To Be A Better Leader by Plutarch

    How To Think Like A Roman Emperor by Donald J. Robertson

  • The Assistant Principal Interview: 5 Common Questions Asked During The Assistant Principal Interview

    The Assistant Principal Interview: 5 Common Questions Asked During The Assistant Principal Interview

    One of the most common questions I receive from teachers wishing to enter leadership is “How do I prepare for an Assistant Principal interview?” The easy answer is, by applying for jobs and going through the process. You will build a bank of questions and ultimately, gain employment in the role that you are most suited for at that point in time. 

    Here are five questions that I have been asked, or have asked myself during recent interviews:

    1. Please take us through your CV, highlighting any important highlights in your career?

    The interviewer is looking for any gaps in your CV as well as the parts of your experience that you hold most valuable. This may indicate what you may give the most time to, and what is important to you. It will also indicate whether you are a good match for working alongside the current principal. Your strengths should complement their weaknesses. This is why in many cases you may not get a job because your interests or skill set are too similar to that of the existing principal. “Fit” in this case is the determining factor.

    1. What are you looking for in your next position?

    This question targets areas such as your passions, interests and your previous position. Focus on your interests and your areas of growth. Refrain from highlighting what you were not able or allowed to do in your previous position. Always discuss your previous position in a positive light.

    1. What gaps if any do you think you will leave in your current school? Should you be successful, what will your current school miss about you?

    The answer to this question is not EVERYTHING. Everybody is and should be replaceable. You should, also want to be replaceable. If a school is to grow then it will need new blood and fresh ideas. Focus on your succession planning, and imply that there will be a seamless transition as you have ensured all documentation and systems are in place. Focus on personal traits, such as a sense of humour rather than your indispensable skill-set when navigating this question.

    1. What has been your favourite or most beneficial professional development experience of the last five years?

    Again, this question targets your passions and interests as well as your learning style. Your learning style may be an indication of how you would lead in-house professional learning and so ensure that you explain why the process of learning was enjoyable and of benefit to you.

    1. The classic: In three words, how would your current colleagues describe you?

    This is an obvious question. Remember to be honest and to be humble. You do not want to enter a role for which you are not suited. 

    An interview process is also a selection tool for you. If the position does not feel right, if the school does not seem like a good fit or you do not like the vibe of the current principal, then walk away. There will be other jobs and other interviews. Record the questions and learn from them.

    A Note On Asking Questions

    I recently conducted an interview with a candidate for a teaching position. The candidate was currently in a leadership position. It was clear during the process that he wished to remain in leadership and hoped to secure a teaching position and then move into leadership again in the future. As a result, his answers, and the questions he asked were focused on a position that we did not have available.  

    Strictly speaking then, he was not answering our questions correctly. It also gave an indication that he may experience frustration at returning to the classroom. In the short term, this would not be an issue, but over time, a frustrated colleague can become toxic and can destroy a school’s climate and culture. 

    It is important that you apply for both the position and the school for how they fit your aspirations and skill-set at that point in time. Do not approach a school with the expectation of being promoted from within down the line. Those initial years may become very stressful and if the promotion does not come, you may be left feeling very resentful. Interviewers will be able to read a situation like this easily. In short, if you are entering the interview process, be sure that it is for a position that you want to enter immediately.

    Photo by Tim Gouw on Unsplash

  • Leading Yourself: How COVID Lockdown Is Causing Us To Live Our School Values

    Leading Yourself: How COVID Lockdown Is Causing Us To Live Our School Values

    Last week, on Sunday 27th February, Shenzhen announced that they would be locking down areas of the city in order to prevent the spread of the Omicron COVID virus. I, like many of our school community, live in one of these areas and the thought of being quarantined, albeit at home, was not appealing. Whilst many countries have moved past these measures, in China, it is still very real.

    You download the short video to see the testers marching through the streets.

    COVID LOCKDOWN, SHENZHEN 2022: CDC COVID TESTERSDownload

    We had heard of the lockdowns imposed in China. The duration is often extended without warning and the psychology of having the freedom to walk around freely weighs heavily on most people. Social Media plays a significant role in the spreading of rumour and fear but has also brought our local community together. Neighbours are talking online, sharing food when possible and offering much-needed support. 

    The same can be said of our school community. Teachers and students have shown great empathy and compassion towards each other and are ensuring that everybody feels connected and valued. Whether this has been teachers checking in with each other via WeChat or Wellness checks for students during lessons and Advisory, the effect is felt and appreciated.

    As an Assistant Principal, I have the privilege of seeing the big picture. I am in the meetings, I am able to drop into online lessons and communicate with parents. The stress we are under is real. The love we are displaying towards each other is real too.

    It occurred to me that at this time, each and every member of our community is forced to live by and consider, our school values of Respect, Perseverance, Creativity, Empathy, Integrity and Well-being. I have seen many examples throughout the week and appreciate the efforts people have made to continue life as ‘normal’.

    Relationships know no hierarchy, but they know kindness and connection-especially when things are hard.

    Dr. Jody Carrington

    Respect

    Respect has most frequently been expressed as patience. An understanding that we all interpret and respond to situations in different ways. Students may miss a deadline, but ‘was their WIFI not working or did they choose not to do it?’ How we respond as teachers to scenarios like this will impact the quality of our relationships with students in the future. Teachers know this and are working with care and sensitivity. Students are also understanding of the stresses faced by their teachers. Online lessons often take longer to prepare and require teachers to pivot and change the approach or medium by which they would deliver their lessons and assess students. Flipgrid, Kahoot, Quizlet are all being utilized readily along with many more innovative approaches to teaching.

    Perseverance

    We persevere because we must. As teachers, we know that students should not feel our burden and so we teach because that is what we do. I am reminded of Rita Pierson’s Ted Talk: Every Kid Needs a Champion. In times such as these, we do it for the kids, even if we do not much feel like it. Students persevere, but like us, they are tired. Preserving mental health has become more important than ever than delivering the curriculum. It always has been that way, but now we have a clear situation that we can all relate to that brings this message home.

    Creativity

    Engaging students, particularly, our younger students whilst online is increasingly difficult. Teachers are forced to flex their creative muscles to keep kids on board. Lessons are fun and kids are acknowledging this. On Thursday, I entered a Grade 6 English lesson. Students were randomly picked to give a 60 second Ted Talk focusing on the fun, crazy and positive aspects of their week. I was entered into the randomizer wheel and told my crazy tale of woe from Sunday morning. My shower door exploded whilst I was under the water. Glass flew down all around me and cut my arms and body. I was lucky it was not a lot worse. It was scary. Students were shocked, laughed, and appreciated an honest story from an adult at the school. This introduction was then sealed with a musical and fully enjoyable ‘Rick Roll’. Seeing all the students singing and dancing to Rick Astley made my day. Not only because they have a finer appreciation of cheesy music, but because it added some levity to the serious situation that we are all experiencing. The students know there is no end to this lockdown within sight, and so these moments of lift are valued more than ever. 

    Empathy

    As a school, we have been working hard on developing empathy in our students. This is particularly important when working online as our sense of empathy diminishes. Students are more likely to consciously or unconsciously engage in cyberbullying, and reminding them to think from another perspective is key to building a sense of community. As a Leadership Team, we have sent individual messages to every teacher and contacted students that may be at risk. It has been a time-consuming process but the rewards have been worth it.  We have been able to identify teachers and students in need and to support them accordingly. This is a simple human touch and goes a long way.

    “Empathy is certainly harder to muster when you’re typing onto a screen instead of looking into someone’s eyes.”

    ― Kaitlin Ugolik Phillips, The Future of Feeling: Building Empathy in a Tech-Obsessed World

    Integrity

    Being locked down and out of sight has encouraged the need to place trust in each other. There is always an outlier, but for the most part, students are working diligently and honestly. We recently held our IBDP mock exams online. When invigilating through a webcam, it would be easy to think each sideways glance was an attempt to read notes posted on the wall. We were forced to trust our students and our own judgement. A somewhat stressful yet successful experience. Another COVID first for all involved.

    Well-being

    By utilising and living according to our values we have been able to preserve and monitor the well-being of the community. During these times it will fluctuate, but, knowledge is power, and by knowing how people are feeling we are able to respond and help as much as we can from within our homes. Whether it be informal wellness check-ins via Zoom, Flipgrid Olympics, or direct Well-being lessons, ensuring all of those in our care are flourishing is at the forefront of our minds.

    It is in the minds of students too. One of our Grade 12 students asked if she could create a Padlet of positive messages to be placed on the Student Bulletin so that these can be read and shared during our Advisory periods. What a great idea! Another student has written an emotional account of her dealings with eating disorders and illustrated this with her own artwork. It is a powerful piece and goes live today in Wellbeing In International Schools Magazine. I encourage you to check it out.

    These examples of how we live our values are celebrated in our school assemblies in the form of recognition cards. Teachers and students can write cards and the recipient gets a public shout out. Highlighting these positive behaviours go a long way in reinforcing the fact that without our well-being and the support from each other, we really cannot learn. 

    Leading Yourself

    During Lockdown, my inbox has exploded and the tasks come in quicker than ever. It is easy to sit in front of a screen responding to the situation in front of you and not factor in any screen-free or relaxation time. I have made a point of reading, and in a time when teachers have felt a loss of purpose in their work I chose two books: Because Of a Teacher by George Couros and Leading with Purpose by Nick Craig. Both have been insightful, however, Because Of a Teacher is also a feel-good reminder of why we do what it is we do. The book is full of tales of teachers going the extra mile and making a difference. I highly recommend it. Reminding myself that now more than ever, our community needs its leaders healthy, caring and focused, keeps me on my game. I can put my frustrations aside and move onward. We are in it together.

    During the last week, I have been humbled by our community response to the lockdown and whilst I cannot wait to return to face to face learning and see our students again, I am curious as to what other marvels may occur in the coming weeks.

    Journeying

    Image by Glen Carrie on Unsplash

    Rita Pierson: Every Kid Needs a Champion

    Because of a Teacher by George Couros

    The Plague by Albert Camus

    The Future of Feeling: Building Empathy In a Tech-Obsessed World by Kaitlin Ugolik Phillips

    The Strengths Switch by Lea Waters

    Leading from Purpose by Nick Craig

    Onward: Cultivating Emotional Resilience in Educators by Elena Aguilar

  • Leading Yourself: The Importance of School Well-being and Taking Care of Yourself

    Leading Yourself: The Importance of School Well-being and Taking Care of Yourself

    As we enter into another round of COVID Testing and new government prevention measures I have been struck by the impact of uncertainty on my own wellbeing. The COVID landscape is constantly changing and the school response must adapt accordingly. The last-minute updates in protocol and policy inevitably take their toll as we aim to best serve the needs of the community whilst meeting the expectations placed upon us. 

    I have learned not to take these sometimes strange requests to heart and often enjoy a laugh about them with my colleagues. My sleep quality and energy levels however have told a different story. On some level, I had been responding or at worst reacting. My sleep had often been disturbed and my energy levels have been far lower than normal.

    In a period of reflection I had realised that the routines that I held dear, that had fueled my performance, had been slipping. Journaling, reading, exercise and music were all taking a back seat whilst I had been focused on work. Needless to say, I felt that work was less enjoyable as a result. 

    In a conscious move to regain control over my own well-being. I began to prioritise my diet and sleep. I also started to re-build my routine and have thrown myself back into guitar drills and writing. The early nights and steamed salmon are paying off as my concentration at work improved.

    I began to direct my attention to the secondary school well-being plan as this has been a focus for this academic year. In particular, “how will we ensure optimal well-being for our students?” and “how will we know our efforts are working?”

    We have already introduced the Positive Education Enhanced Curriculum into our Advisory program and our next steps are to refine the delivery and assess the impact on our student’s well-being and character. In my research, I discovered the Flourishing at School platform. This SEL assessment software builds on the work of Martin Seligman and Geelong Grammar School and consists of the VIA Character Strengths Survey, a Student Flourishing Survey and a Daily Well-being Check-in. It perfectly meets our needs and allows us to monitor the development of individual students with regard to their character strengths and overall well-being. We are excited to enter the next stage of our well-being initiative and continue to improve our well-being curriculum. 

    This work has forced us to re-explore our graduate profile and our overall goals as a school. Our work with the Mastery Transcript Consortium also drives our efforts to build the competencies needed for employment in 2030 and informs much of our thinking. Whilst still very much in the planning stages, I know we are headed in the right direction and doing what is best for learning, and for our students. I will aim to keep writing updates relating to our well-being journey and sharing the resources that we have most beneficial along the way.

    If you are engaged in a similar process, please take a look at the resources below. Enjoy.

    Journeying

    OECD 2030 Learning Compass

    NSW Well-being Framework for Schools

    Characterlab- playbook for character strengths

    International School of Chennai- Wellbeing Page

    The Shipley School- Educating to Flourish

  • On Reading To Lead

    On Reading To Lead

    Like most people that have not been able to leave their homes due to a COVID-19 lockdown, I have had to adapt my daily routine. Early mornings consisting of stretching, exercise and journaling are the new normal. Then reading. Lots of reading, and even more coffee.

    ” Books never annoy, they cost little, and they are always at hand, and ready at your call.

    -William Cobbett

    I love reading. I actually suffer from “Book FOMO”. I worry on “Will I actually read enough books before I die?” So, on the plus side, having these last two months to work through my reading list has actually been appreciated. Less worry, more learning.

    We have to make the best of the time we have been given and create what Robert Greene, and more recently, Ryan Holiday, have recently referred to as “alive time”. This is when you utilize the time you have and use it to learn and grow. As opposed to ‘dead time’ when you wait for things to happen to you and waste away the hours. Achieving nothing.

    As such I have been reading with purpose, on the recommendation of Admiral James Stavridis. Switching between fiction and non-fiction. Leadership books, autobiographies, sci-fi and pop-psych, you name it. All the time considering: “What can I learn from this?” “Why did they do that?” or “What would I have done in this situation?”

    Admiral James Stavridis believes that the best leaders are not born, or arrive to the role fully-formed. They are forged through a combination of parenting, teaching, training, education and life experience. Reading improves your ability to lead.

    “Perhaps the single best way a leader can and grow is through reading.”

    -Admiral James Stavridis

    Reading is not leading. But it does broaden your understanding of unfamiliar situations, offers you perspective, allows you to develop empathy, provides models to explain real-life events and, or solve problems. In short, you gain your first leadership experience before you land your first leadership role. Select wisely, and you can learn from the best.

    Harry S. Truman once said that “not all readers are leaders, but all leaders are readers.” If a leader isn’t reading then they aren’t learning how to be better, and that should worry those that they serve. All leaders can be better. All mission-driven leaders try to be.

    Reading to lead involves being very deliberate in your reading process:

    1. Be very deliberate in what you choose to read. If you aren’t enjoying the book, or not learning from it- move on
    2. Read in short bursts
    3. Take notes
    4. Decide on what you are trying to learn or do, and then focus on reading for that purpose
    5. Consider what the book is teaching you
    6. Teach what you have learned to others
    7. Start a leadership-focused bookclub.

    We all know the best way to retain information is to teach it. So, before sitting down to read your next book, take the time to consider why you chose it in the first place. Then ask what will you learn from it, note it down and teach it.

    Finally, you may also want to discuss your reading with your manager or boss. Better still, ask them what they have been reading, and if they don’t read- move on.

    Journeying:

    Image: Alex Block on Unsplash

    Books cited:

    The Leader’s Bookshelf by Adm. James Stavridis & R. Manning Ancell

  • Flourish: The Road To Developing Student Character

    Flourish: The Road To Developing Student Character

    In his thought-provoking book “Creating Cultures of Thinking”, Ron Ritchhart asks the question “What would you like the children you teach to be like as adults?” This simple question has a very deliberate purpose, to cause educators to reflect upon what they are teaching and in their role in shaping a student’s future. Typical answers to this question include creative, happy, resourceful, resilient, critical thinker and innovative. Teachers rarely say I’d like my students to be an A student or a 7. We forget the grades and focus on skill and character.

    In the wake of COVID-19, skill and character development have become buzz terms, more so than before. The need to explicitly teach children the so-called ‘soft’ skills is crystal clear. Schools are responding in part, by realigning or developing their Social and Emotional curriculum. Programs such as SEE learning and the Positive Education Enhanced Curriculum (PEEC) are being discussed regularly in school meetings, at interviews and online. Such programs aim to support our children in their ability to thrive, flourish and be better versions of themselves. A lofty goal indeed. 

    “One of the most common responses from groups is that in a culture of thinking, there is a sense of purpose to the learning.”

    Ron Ritchhart, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools

    Encouraging students and teachers to see past the grades, however, is no easy task. Especially, when university placements are dependent on them. It is a mindset shift and taps into the individuals own educational philosophies. It also forces schools to examine their own cultures and priorities. This will undoubtedly involve revisiting their own mission, vision and values. Take a walk around your school, look at the walls, listen to what is being said. Are you prioritising grades or are you focusing on developing thinking and wellbeing? Are the students being challenged? Are they excited to learn? Are they developing new passions?

    “We don’t become better because we acquire new information. We become better because we acquire better loves. We don’t become what we know. Education is a process of love formation. When you go to a school, it should offer you new things to love.”

    David Brooks: The Road to Character

    A pet peeve of mine is the overuse of the word ‘summative’. During my career, I have heard students referring to their summative assessment with fear and reverence. Teachers often plan units with the end in mind, prioritising success on the final assignment over skill and character development.  Does success on the assignment reflect skill development? More often than not, the answer is yes. Is this growth in skill and character explicitly communicated to the student? Often the answer is no. This is an understandable omission, but how do we make the shift from a culture centred upon exam success to one committed to developing well-rounded and happy individuals?

    This year we have attempted to start the culture shift. We have introduced the Positive Education Enhanced Curriculum (PEEC) and incorporated their lessons into our advisory framework. Moving the focus of our energies to value and character development. It is a long road, but one we are willing to travel. We know it is the right thing to do for our students and so we persevere.

    As we tap into the world of Social and Emotional Learning and consider how best to implement the program; it stands to reason that we re-examine our values, our priorities and our way of doing things. This helps to form new goals and a new way of seeing things. How we measure the success of our advisory program is now being considered and we have had recent conversations with The Mastery Transcript Consortium, a non-profit organisation committed to providing an alternative method of measuring student success. One that focuses on skill and character development over passing the test. We are new to the conversation and I look forward to seeing where it will take us. Being able to clearly see the impact of our efforts will be rewarding and powerful and provide a great deal of motivation to both teacher and student.

    The importance of tapping into student passion and interest whilst providing them with ‘essential’ worldly knowledge has again made itself known. If a student is not interested or engaged they will not learn. Whether a school focuses on succeeding on a test or on skill development is irrelevant. The learning process must inspire and generate ideas and curiosity. The path to mastery requires that students want to learn, that they enter a flow state and lose themselves in the process. And so whilst, I lose myself in the research process, I hope that our teachers lose themselves in the process of planning and delivering life-worthy learning.

    Journeying

    Image:

    JOHN TOWNER on Unsplash

    Links:

    The Mastery Transcript Consortium

    The Global Citizen Diploma

    Ron Ritchhart.com

  • The Assistant Principal Interview: Part 3 of 3

    The Assistant Principal Interview: Part 3 of 3

    The interview process varies from school to school. Some schools conduct interviews very informally, having conversations and really trying to get to know the candidate. Others may generate a list of standardised questions that all candidates will be asked and their answers compared and assessed using a rubric.

    Regardless of the approach, a school may take they are focusing on the three elements of what Simon Sinek calls The Golden Circle. This is considered a marketing tool, and some may not have realised its usefulness in application in an interview setting. 

    The Golden Circle focuses on simplifying the marketing process and is well known for its appearance in Simon Sinek’s famous TedTalk. Focusing on the ‘what’, ‘how’ and ‘why’, The Golden Circle can be directly applied to marketing yourself, and you will see how we have already started doing this in the previous two posts below:

    Article 1: What is the Assistant Principal job to you?

    Article 2: How will you enter the new role of Assistant Principal in your new school?

    Nick Nijhuis, CC BY-SA 4.0 https://creativecommons.org/licenses/by-sa/4.0, via Wikimedia Commons

    Article 3 will focus on your impact, on the ‘Why’. Why will the school be different or improved because you are the Assistant Principal?

    You can be sure that even if this question is not asked explicitly that this topic is being considered. Your resume/CV will be examined and questions created to cross-reference your experience and skills with the needs and future of the school. So how might you prepare for this question?

    Start with your CV

    Take a look at your CV and consider the changes or initiatives that you have been a part of in your current school. Which of these movements did you initiate, take control of, or would not have been possible without your input. How were your unique skills applied and utilised to make your school a better place for learning?

    Speak With Your Colleagues

    Conduct an informal or formal 360-degree survey to assess your performance and impact in your current school. The format will depend on your relationships with your team. The results will, however, give you an invaluable insight into how you are perceived and whether your contributions have been recognised. It may also provide some much-needed information on areas for self-improvement. This information is useful in an interview situation as you may be asked to identify your weaknesses or describe yourself in three words from your colleague’s perspective.

    For further tips and guidance on responding to interview questions read my article “5 Common Questions Asked During The Assistant Principal Interview”.

    Create Alignment

    Align your impact with your entry plan and leadership style. How you decide to make your impact will tell the panel a great deal about your personality and relationships with others. Are you empathic and respectful? Consider different scenarios. Are you able to overlook and navigate potential threats and challenges? Are you an innovative leader that will spearhead change?

    How you bring this all together will determine the overall perception of you as a candidate and influence whether you have the right skill set and disposition for success at any given school. Your answers will highlight gaps in your CV and this is a good thing. Identify these gaps as areas of growth and seek out professional development opportunities in these fields. After all, you cannot have experience of every single aspect of leadership as some roles of school structures will not allow for it. Being cognizant of this and addressing it yourself will take it off the table and reduce its perception as a limitation in your application.

    Practice Your Interview Technique

    Once you have considered your WHAT, HOW and WHY you are well on your way to being prepared for any question that may be thrown your way. You will of course need to be confident, humble and prepared for any curveballs. Having your manager conduct a mock interview is a great way to prepare for an Assistant Principal interview. You may have a bad habit that you are unaware of that may hinder your progress. This applies to Online Interviews too.

    A former colleague of mine was struggling to gain a new position after a series of Zoom interviews. A group of colleagues decided to help him and we interviewed him online. We discovered that he was not looking at the interviewer when answering questions and that he appeared to be disinterested in the process. This was valuable information for him and sure enough, his performance improved.

    There is no one-stop-shop to succeeding in an interview setting. Preparation is key and luck will need to be on your side. One thing is for certain, failure to secure a job in one interview will provide you with useful information in your next. Be sure to reflect and adapt accordingly. Steer yourself to success and you will undoubtedly gain a job that will be the right fit for you and the school.

    Journeying

    Books

    Why You?: 101 Interview Questions That You’ll Never Fear Again

    Videos

    Simon Sinek TedTalk: How Great Leaders Inspire Action

  • School Life: “These Kids..”

    School Life: “These Kids..”

    Every week, I am fortunate to enter dozens of classrooms and witness our teachers’ creativity and working genius. Teachers tap into their passions and strengths, designing engaging and curiosity-provoking lessons for our students. You can feel the buzz in the room when kids are genuinely engaged in the learning. There is an urgency to their sense of wonder, their need to find the answers. 

    These powerful moments do not happen by accident. Creating ‘wonderment’ takes effort. It is a desire to harness a child’s passion by discovering what matters to them, what they care about, and building the experience around their interests. Curating the learning around a students strengths and passion will encourage students to ask questions. Their own questions. Questions that matter to them, and that they will be hungry to find the answers to. 

    “The “occasionally remarkable” moments shouldn’t be left to chance! They should be planned for, invested in.”

    Chip and Dan Heath: The Power of Moments

    Such passion and curiosity are not ignited by teaching to the test. They are a product of “lifeworthy” learning experiences designed by the teacher. David Perkins, the author of Futurewise, challenges us to ask “What did you learn during your first twelve years of education that matters in your life today?”  A question that we would do well to ask ourselves before planning a series of lessons and assessments for our students. We rarely use the information taught in school, we do, however, utilize the skills and thinking. 

    Sustainability, climate change and inclusion are all important topics relevant to the future lives of our students. But do they care about them? They should. Why should they? Framing such topics around questions and activities that spark curiosity is essential for student engagement. As a teacher, a solid starting point for creating wonder is getting to know your students personally. Understanding what matters to them and the things they think about on a daily basis will help you connect to the children and create value-added relationships. Students always enjoy talking about their passions. 

    Chip Heath calls these moments of elevation, insight, pride and connection PEAK experiences. Peak experiences are easily identifiable. These are the lessons that have your students working in a state of flow and then entering the next lesson still debating the issues raised in the previous class. The “A-ha” and “Wow” moments. Shouldn’t we aim to make all lessons memorable and meaningful like this so that it is not only the extracurriculars and field trips that the children look back on with love?

    The recipe for creating lifeworthy peak experiences is fairly straightforward:

    • Care about your students personally and ensure that they know that you do
    • Tap into their passions and curiosities
    • Choose your topics and questions wisely. Why should they care?
    • Consider the life worthiness of the questions and tasks that you are asking them to engage with. If it is not relevant to them, why would they bother?
    • Consider the medium and product. Are the students using 21st-century skills? Are they using technology that will support them in their futures?
    • Create a safe environment for mistakes and innovation. Allow the students to share their ideas and questions. There are no stupid questions.
    • Base all learning around real-world experiences and problems.

    It is my belief that when these elements are in place, the environment is ripe for learning. Curiosity is respected and encouraged, even when it causes a deviation from the lesson plan. Allow curiosity and relevance to lead the way.

    Occasionally, I will witness a lesson that did not engage the students. The lesson most likely was not planned with lifeworthy PEAK experiences in mind and focused on teaching to the test. Asking students to read rubrics and fulfil IB criteria is equivalent to an adult reading a life insurance document. It is essential, but it is not fun. It will not be surprising then to notice a lack of engagement at these times. If the entire unit is centred on formal assessment rather than learning then we risk boring our students to death. Bored students can equal poor behaviour. 

    It is during these ‘teach to the test’ lessons that I have heard teachers use sentences that start with two dreaded words. “These kids..” “These kids just don’t want to work.” “These kids just aren’t interested.” “These kids..” 

    Such inhibiting beliefs are damaging to learning and to a child’s self-esteem. When we come to believe that a student is not capable of learning we act differently towards them, label them and adjust our methods of teaching and expectations accordingly. The result is under-achievement.  

    Research on self-fulfilling prophecy and stereotype threat supporting this claim is not hard to find. We would do well to be reminded that as teachers that when things do not go as planned that we should first look inward before blaming the student for not hitting the target. What could we do differently or deviate from? How has my behaviour impacted learning in this lesson? Our biases influence how and what we teach our students and ultimately their engagement and performance. 

    As teachers when we feel frustrated and start to utter the words, “These kids..”, we should take a deep breath and remember that:

    These kids are looking to be inspired

    These kids want to learn

    These kids will make, and learn from mistakes

    These kids have untapped potential

    These kids will be our future.

    Journeying

    Videos

    The Pygmalion Effect and the Power of Positive Expectations

    How Stereotypes Affect Your Test Scores

    The 6 Types of Working Genius

    Books

    Futurewise by David Perkins

    Whistling Vivaldi by Claude Steele

    Blindspots: Hidden Blindspots of Good People by Anthony Greenwald

  • The Assistant Principal Interview: Part 2 of 3

    The Assistant Principal Interview: Part 2 of 3

    One of the most popular questions facing candidates applying for Assistant Principal positions is “How would you enter the school as a new Assistant Principal?” This is often followed by, “as an internal candidate, managing and leading your friends and colleagues” or “ as a leader new to the school and community?”  The fact that this is such a common question implies that you should indeed have an entry plan. I should rephrase this. You should have an entry plan and stick to it. I had a plan and deviated, it slowed down my progress. I kept the fundamentals, however, I sacrificed some key aspects that I knew to be important. How did I justify this to myself? Time. There is never enough time… All the more reason to have a plan, right?! 

    So, what does an entry plan for an Assistant Principal look like? What are your priorities? You will need to consult your values and philosophy, the school strategic plan, the schools’ objectives for the year, and of course, the school principal. There are many books on the subject, all directing you to the key features of a successful transition. Some are more obvious than others, so let’s explore them and start to plan your First 90 Days. 

    The First 90 Days by Michael D. Watkins was first recommended to me as I was finishing up my Master’s Degree, by one of my professors. I have since learned more about this book and Watson’s work. It is a classic. I will refer to a lot of the underlying principles covered within the book whilst injecting some of my learning, applying it to the role of the Assistant Principal.

    Let’s get started.

    Be Prepared…To Tell Your Story

    Once you have accepted the role of Assistant Principal and signed the contract. You must celebrate. You should then dust yourself off, and get to work. There is a lot to do before you enter the building, or as was my case, Zoom into a Whole School Faculty Meeting. No matter how you are introduced to your faculty, the moment will define your future success, so make it count. It is likely you will be introduced to your Faculty already via a written biography,  it is, therefore, important to provide some extra information when meeting them for the first time. Your teachers will want to know how you will lead them, how you teach, and what you are like as a person. You must be vulnerable and open up to them, but not too much. Practice sharing your story during the interview. Be authentic. It will help you to discover whether if you are the right fit for the school.

    Creating Your Vision of Success

    Ensure that you have your definition of success as well as meeting the school goals. This will most likely consist of the points mentioned below. You should ensure that you build in some early wins, ideally, these will be highly visible to help build your credibility. You will often be asked about what your first 3-6 months will look like, so be prepared to tell the panel. More often than not, your first 90 days will involve building relationships and collecting data. Observing and learning about the school, not making any major changes. Nobody wants to hire a bulldozer.

    Build Relationships

    You cannot do this alone. Success is dependent upon relationships. How will you deliberately develop relationships so that everyone feels valued and included? Enter classrooms, meetings, assemblies and have corridor conversations. Care personally about your colleagues and students by getting to know them. Collaboration is a key value to discuss during your interview, however, acknowledge that as a leader you will sometimes need to act alone, and quickly.

    Earn Credibility and Trust

    Read the school policy and ensure you follow it. Communicate often. Be transparent. Keep confidence. As Kousez and Posner maintain, you should ‘Do What You Say You Will Do’. Nothing causes a loss of credibility more than a broken promise.

    Sharpen Your Saw

    Stephen R. Covey in his seminal work, The 7 Habits of Highly Effective People, discusses the importance of Sharpening Your Saw. As lifelong learners, this should be easy enough to speak to. You will need to keep learning on the job by reading around the latest research, and you will need to keep yourself healthy and energised by exercising, meditating and writing. Do not underestimate the demands of the job. Providing a clear understanding of the role and its demands will help the panel to see past a novice leader. Demonstrating balance and an ability to learn will support your application by acknowledging that life is not all about work. You should not expect teachers to be tied to their desks, however, we all need to keep learning to grow. As Abraham Maslow once said, “In any given moment, we have two choices: step forward into growth or step backwards into safety.”

    “In any given moment, we have two choices: step forward into growth or step backwards into safety.”

    Abraham Maslow

    Be a Multiplier

    As teacher’s, we take for granted that our job is to multiply talent. We help students learn by building on their strengths, providing timely and effective feedback and creating valuable learning opportunities to support this. We should be doing the same for our teachers. How much more effective would our schools be if all teachers knew and understood the demands of leadership? Liz Wiseman in her book Multipliers, argues that we should attract talent and multiply it by developing a culture with a common language, learned behaviours, shared values and a celebration of heroes and legends, your star-teachers. Create an enabling culture that prioritises the growth of teachers and students. Fulfilled teachers create challenged and happy students. Consider how you will support the professional development of your teachers and be able to talk to it within the school’s context. What will it look like?

    The suggestions above provide some key areas that may be discussed in interviews and will have very practical applications. Take the time to learn about your school and then to consider how you will enter as an Assistant Principal. Your first 90 days will have a profound impact on your level of success and your perceived ability as a leader.

    Journeying:

    Books:

    The 7 Habits of Highly Effective People: Powerful Lessons in Personal Change by Stephen R. Covey

    Multipliers: How The Best Leaders Make Everyone Smarter by Liz Wiseman

    The First 90 Days by Michael D. Watkins

    Master Your Next Move by Michael D. Watkins

    Credibility: How Leaders Gain and Lose It by James M. Kousez and Barry Z. Posner

    Videos: 

    The 7 Habits of Highly Effective People Book Summary

    The First 90 Days Book Summary

    The Speed of Trust Book Summary

  • Stepping Out, Stepping Up and Stepping Back: Your Move to Leadership

    Stepping Out, Stepping Up and Stepping Back: Your Move to Leadership

    If you could lead your “Dream School”, who would you hire to work to come and work for you? All School Leaders have all thought about it, some may even have spoken about it with friends. I imagine that you have a list of Super-Teachers and School Leaders forming in your mind as you are reading this. So who makes the cut, and what do they have in common?


    This is an important question to ponder if you are considering a move into school leadership. Aspiring leaders are likely to be driven and qualified, so, “what separates them from the other 100 applicants all seeking an opportunity to become an Assistant Principal?” The answers to the above questions may just help you navigate that difficult road from Teacher to School Leader. It may not surprise you to learn, the answers to both questions are in fact the same.

    The route to Assistant Principal can be a long and challenging one. There will likely be many obstacles in your way including internal candidates, school politics, imposter syndrome and unconscious bias. It is essential, therefore, that you understand the behaviours sought after by experienced leaders. This knowledge will allow you to begin your journey right now, a leader without a title, whilst gaining much-valued experience and credibility along the way.


    Now think back to the two questions I asked earlier. Write down your answers. You will now have a job description appearing in front of you. Reflect. 

    Would you, hire you?

    You are of course, biased. Of course, you would. You know yourself. But, would someone else? Before embarking on the arduous task of filling in job applications, it can help to consider the traits and behaviours that existing leaders find invaluable in supporting their vision and leadership. Are you already acting and thinking like a leader, and do other people see you that way?

    Let’s start at the beginning by considering the Ideal Team Player.

    Start With The End in Mind: Backwards Planning

    Consider again, your dream school. What kind of person did you choose to fill your leadership and teaching positions? It is a popular practice today to hire for culture fit. Hiring for fit can, however, lead to recruiting a bunch of like-minded people. This could have some negative impact, namely creating a groupthink mentality, cultural inertia that could reduce the constructive conflict needed to move the school forward. Patrick Lencioni offers one approach. He claims that we should be searching for the ideal team player. These individuals are humble, hungry and smart. In short, they are well-intentioned, collaborative people (smart), who are always learning (hungry) and will leave their ego’s at the door (humble).

    Why is this model relevant to those looking to step into leadership? It is relevant because once an individual has made the decision to enter leadership they can become so focused on the goal that these qualities, the qualities that would make them a successful leader, can become lost or distorted as they seek the credit and experience they perceive necessary to give them the boost. It is important not to lose sight of the qualities that make up The Ideal Team Player and continue to put the good of the school first. If you continue to focus on the projects and work that needs to get done, your CV will take care of itself.

    Maximise Your Impact: Stepping Out

    When selecting teachers for your dream school, you likely selected people you know had a huge impact at your previous schools. They likely adopted a similar approach to their work that elevated their work to a different level. They were probably what Liz Wiseman has recently termed A High Impact Player. 

    A High Impact Player in a school would be the first individual that comes to the Principal’s mind when they need to solve a problem and get the job done. The type of teacher that is frequently discussed in leadership meetings because they are producing good work and can be depended upon. They are also the teacher that you hope will never leave, but when they do, you wish them well and support their professional growth.

    Wiseman argues that there are certain traits specific to High Impact Players. Would your principal describe you as a High Impact Player? You had better hope so. It is these people that are valued and sought after in the world of leadership. More importantly, to note, they are most likely not even chasing a title.

    The key to maximising your impact is to make yourself useful. What are the priorities of the school and what does your principal need you to do to help achieve them? Hold off on your own personal goals, or at least pursue them alongside the work deemed most important to your principal right now. Take the initiative, remove work from their plate and allow them to focus on other pursuits.

    Supporting your principal in this way may often mean stepping out of your job description and going the extra mile. Be sure to seek approval if necessary.  Make yourself available and be sure to do the job well. A half-assed effort will do you more harm than good and reduce the likelihood of you being approached again. An excellent job will result in more responsibility being thrown your way and the possibility of being the go-to person in times of need.

    Don’t Wait To Be Asked: Step Up

    Listen carefully to the conversation around the faculty lounge and watercooler, and notice the things teachers are casually venting about. Are these issues attributed to an individual? Are they historical? Have they become part of the culture? Has anyone conducted a root cause analysis to ascertain the origin of the problem? If not, start with the challenge and find a solution. High Impact Players offer solutions in the name of the greater good. Solving these problems will likely improve the functioning of your school whilst making your leader look good. Win-win!

    Let Others Take The Credit: Stepping Back

    Remember, ‘mission is king’. Matthew Kelly, the author of The Culture Solution, claims that by making the mission your king, you will be serving everybody’s interest, including your own. Ensure the work you do is helping the school achieve its mission. When the work is done hand it over, it is not yours, it is the schools. Avoid the temptation to seek ownership over a project, take it as far as it can go, and then pass it on to someone who can develop it. Enrolling others in the work helps them to grow, as you gain credibility. This desire for continual improvement captures the essence of The Impact Player Mindset.

     “The Impact Player Mindset is the pathway to leadership because, after all, isn’t the essence of leadership the desire to make something better and a willingness to do something about it?”

    Liz Wiseman

    The Importance of Outsight

    In Act Like A Leader, Think Like A Leader, author Herminia Ibarra, describes the importance of first acting as a leader, to then think like a leader. She refers to this cycle as having Outsight. Actions, after all, speak louder than words, and we learn from doing. So, what better way to develop your leadership capacity than by stepping up and acting like a leader?

    Outsight emerges when we redefine our job, stepping out of our normal day to day responsibilities to do the work that we know needs to be done. These additional tasks will help you develop a stronger, more connected network. Successful completion of leadership tasks and communicating with more experienced leaders will support your learning, providing you with the skills and knowledge needed to succeed as Assistant Principal. It will undoubtedly influence how you perceive yourself reducing the likelihood of imposter syndrome when promotion comes knocking on your door. This completes the cycle. You stepped into a leadership role allowing yourself to begin thinking like a leader.

    “You can’t build a reputation on what you’re going to do.”

    Henry Ford

    Stepping out, stepping up and stepping back will help to ensure that you are already doing the work associated with the Assistant Principal. You will become indispensable, and when a leadership position opens up, people will approach you, rather than you approach them. You will already be acting as and viewed as a leader.

    The Disease of Me

    One final note. It is easy to believe that after 10 years of teaching or having gained a Masters Degree that you are entitled to, and have earned a promotion. You would do well to remember that we are not entitled to a promotion at the expense of someone else. Ryan Holiday’s ‘Ego is The Enemy’ is an enlightening and humbling read that reinforces the point that it is the work that matters. If the promotion comes, take it with both hands and run with it, however, you had better be sure that you are doing a good job, without the need of recognition, in service of the school mission. This is the role of the Assistant Principal.

    Journeying

    Videos:

    Ego Is the Enemy Video Summary

    The Ideal Team Player Ted Talk

    Impact Players Book Promotion-Liz Wiseman

    Books cited:

    Act Like a Leader, Think Like a Leader by Herminia Ibarra

    The Ideal Team Player by Patrick Lencioni

    Impact Players by Liz Wiseman

    The Culture Solution by Matthew Kelly

    Ego Is The Enemy by Ryan Holiday