Tag: Books

  • The Best Way to Talk About Leadership Growth in an Interview

    The Best Way to Talk About Leadership Growth in an Interview

    Leadership is a journey. You might be asked in an interview: “How have you developed as a leader?” This question tests your self-awareness, growth, and commitment to learning. Let’s break it down so you can give a strong, clear answer.

    Key Areas of Leadership Growth

    Your development should focus on these areas:

    • Self-Awareness – Know your strengths, weaknesses, and emotional triggers.
    • Decision-Making – Improve your ability to make sound, timely choices.
    • Communication – Learn to influence and inspire others.
    • Adaptability – Stay flexible and handle change effectively.
    • Empowering Others – Support and develop the people around you.
    • Resilience – Stay calm and focused under pressure.

    “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.”

    – Jack Welch

    How to Measure Leadership Growth

    You can track your progress in a few simple ways:

    • Self-Reflection – Use leadership frameworks like John Maxwell’s Five Levels of Leadership.
    • Peer Feedback – Ask colleagues and mentors for honest input.
    • Results – Look at team performance, employee engagement, and goal achievement.
    • Learning – Review books, courses, and training you’ve completed.

    How to Keep Growing

    Leadership isn’t just about thinking—it’s about doing. Herminia Ibarra argues in Act Like a Leader, Think Like a Leader that leaders grow through action. Here’s how you can stay ahead:

    • Read and Learn – Books like The Ride of a Lifetime by Bob Iger offer valuable insights.
    • Get Training – Leadership courses and workshops sharpen your skills.
    • Find a Mentor – Learning from experienced leaders accelerates growth.

    “Leadership and learning are indispensable to each other.”

    – John F. Kennedy

    How to Answer in an Interview

    When answering “How have you developed as a leader?” structure your response using the STAR method (Situation, Task, Action, Result). To strengthen your answer, focus on specific examples highlighting key leadership traits.

    Example:

    1. Situation: “Early in my leadership journey, I struggled with delegation. I often took on too much myself.”
    2. Task: “I needed to learn how to empower my team without micromanaging.”
    3. Action: “I read Leaders Eat Last by Simon Sinek, took a delegation workshop, and actively sought feedback from my team.”
    4. Result: “I became more effective at trusting my team, which boosted their confidence and improved overall productivity.”

    Your Next Steps

    Leadership is about growth. Take a moment to reflect: How have you improved as a leader?

    Write down three key areas of progress and think about how you’d explain them in an interview.

  • “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

  • Promoted to Manager? Here’s How to Earn Respect Without Losing Friends

    Promoted to Manager? Here’s How to Earn Respect Without Losing Friends

    Becoming a leader is exciting but comes with challenges. You must build trust, earn respect, and set clear expectations. If you were promoted internally, shifting from peer to manager can be tricky. You’re no longer just a friend—you’re the one making tough calls.

    Build Trust with Your Team and Stakeholders

    Trust is the foundation of strong leadership. People follow leaders they believe in. Here’s how to build that trust:

    • Be honest and transparent about your goals and decisions.
    • Listen more than you speak. Understand your team’s concerns.
    • Follow through on commitments. Reliability builds credibility.
    • Encourage open communication and feedback.

    Research shows leaders prioritising trust see stronger team performance and engagement (Brower et al., 2000).

    Managing Internal Promotions: Shift Perceptions

    If you’ve been promoted within your company, your relationships will change. Some colleagues may struggle with seeing you as a leader. Others may expect special treatment.

    Here’s how to handle it:

    • Define boundaries early. Be clear about your new role.
    • Treat everyone fairly. Avoid favouritism.
    • Communicate openly. Address any concerns head-on.
    • Seek guidance from mentors or leadership groups.

    The First 90 Days by Michael Watkins stresses the importance of setting expectations from day one. Taking control early prevents misunderstandings and resentment.

    Leadership Can Feel Lonely—Here’s How to Cope

    Leadership isn’t just about managing others. It also means making tough decisions that not everyone will like. This can feel isolating.

    • Find a mentor who has been in your shoes.
    • Build a support network outside of work.
    • Set aside time for self-reflection and growth.

    Heifetz and Linsky, in Leadership on the Line, advise stepping back to see the bigger picture. This helps leaders manage stress and avoid burnout.

    Balance Relationships with Accountability

    Strong leaders know how to support their teams while holding them accountable.

    • Set clear expectations from the start.
    • Give feedback regularly—both positive and constructive.
    • Lead by example. Show the work ethic you expect from others.
    • Recognize achievements. People work harder when they feel valued.

    Kouzes and Posner in The Leadership Challenge emphasize that credibility comes from consistency. Your team watches what you do more than what you say.

    Practical Takeaways

    • Communicate clearly and often.
    • Build trust through consistency.
    • Establish professional boundaries.
    • Seek mentorship and leadership networks.
    • Balance approachability with authority.

    Effective leadership isn’t about being liked—it’s about being respected. Set the tone early, stay true to your values, and lead with integrity.

    Journeying:

    Articles and Reading:

    Article: Leadership Transitions and the First 90 Days

    Forbes Article: Why It’s Hard To Transition From Doing To Leading

    McKinnsey Article: New leadership for a new era of thriving organizations

    Article: Leadership Transitions: The Key To Organisational Success

    Article: Developing leaders by supporting their transitions into senior positions

    Videos:

    Simon Sinek on Building Trust

    It’s Lonely At the Top: Turn Loneliness into Leadership That Matters

    Short and Snappy Video on Building Trust

    References

    • Image Credit: PixelPop
    • Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Psychology Press.
    • Brower, H. H., Schoorman, F. D., & Tan, H. H. (2000). A model of relational leadership: The integration of trust and leader-member exchange. The Leadership Quarterly, 11(2), 227-250.
    • Dirks, K. T., & Ferrin, D. L. (2002). Trust in leadership: Meta-analytic findings and implications for research and practice. Journal of Applied Psychology, 87(4), 611.
    • Gabarro, J. J. (1987). The Dynamics of Taking Charge. Harvard Business School Press.
    • Heifetz, R. A., & Linsky, M. (2002). Leadership on the Line: Staying Alive Through the Dangers of Leading. Harvard Business Review Press.
    • Kouzes, J. M., & Posner, B. Z. (2017). The Leadership Challenge: How to Make Extraordinary Things Happen in Organizations. John Wiley & Sons.
    • Northouse, P. G. (2021). Leadership: Theory and Practice. Sage Publications.
    • Senge, P. M. (2006). The Fifth Discipline: The Art & Practice of the Learning Organization. Crown Publishing.
    • Watkins, M. (2013). The First 90 Days: Critical Success Strategies for New Leaders at All Levels. Harvard Business Review Press.

  • 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

  • To Rediscover Your Purpose: Chop Wood, Carry Water

    To Rediscover Your Purpose: Chop Wood, Carry Water

    Learning is all about making connections. Connections with, and between students, between classroom learning and real-life, and between our passions and our experiences (jisedu.or.id). It is inevitable after two weeks of lockdown and 6 weeks into Distance Learning, that we may feel some of these connections are starting to break down. It can be difficult to remain positive when the only constant connection in your life is with your internet.

    For educators, Distance Learning seems to attack our very purpose- to develop relationships with students and inspire them to take control of their learning. Without the physical presence of a teacher, or other students to collaborate with, many students find themselves floundering. 

    From our homes, we feel helpless in supporting them, and can only watch the product of months of work and effort seemingly dissipate. It is often the children most in need of strong connections that regress when faced with working online, without the much-needed love and support of their teacher to hand. It is the struggles of these students that we find most difficult to accept.

    When working online, we often fail to experience the joys of seeing a student struggle through a problem to achieve the correct answer,  to laugh at an impromptu joke, or to be amazed at an original idea. Quite often, no matter how innovative a teacher’s approach may be, teaching and learning can become rather passive and didactic online. Without experiencing these moments of joy and celebration, the job itself can seem rather pointless, and we begin to question our own direction. 

    It is important to remember at times like these that our purpose remains the same. It is only the path that leads us there that has changed. Our students still know that we care, and they share the very same frustrations that we do. They want to be back in the classroom as much as their teacher. After all, school is fun. So, when we are feeling lost or disconnected from our purpose it is important to throw ourselves into the process. The work. The rewards will come later. Ryan Holiday writes:

    “Every time you sit down to work, remind yourself: I am delaying gratification by doing this. I am passing the marshmallow test.”

    Ryan Holiday

    This thinking reminds me of an old Zen proverb that my friend used to carry as his mantra. “Chop wood, carry water.” In other words, just do the work, no matter how tough it gets, how little reward or acknowledgement you feel,  just do the work.  If you stay in the present and focus on the process, you will learn a lot, and hopefully, emerge stronger for it. 

    As teachers, we are responsible for leading and guiding our students. This goes without saying. Many of us do this without thinking, at the expense of leading ourselves. During times of upheaval, leading ourselves can sometimes take a back seat, whilst we aim to stay in the race and get the job done. It is important that as we navigate the challenging circumstances brought to us by the pandemic, we do not lose sight of our ‘True North’. Reminding ourselves of our purpose can help the trying times seem less trying and look towards the rewards of the future. 

    “The hardest person you will ever have to lead is yourself.”

    Bill George

    These last two weeks in China have been amongst the most challenging of my career. Emotionally, physically and spiritually. I have had days of sheer frustration and days when I have felt helpless. On Thursday morning, I left a meeting so frustrated I called a friend and vented. I felt better, albeit briefly. Venting, however, solved nothing. Instead, I felt guilty for placing my frustrations on someone else’s shoulders. When a situation is out of your control venting does not help. Focussing on doing good work, however, does. When I look over the events of the last week there a definitely a few bright spots in the work, that reminded me of why we have chosen to do the work we do. 

    On Monday, the Senior Leadership Team informed teachers of some amendments in assessment policy that would be implemented in light of our online situation. A reduction in Assessment of Learning and a renewed focus on Assessment as Learning. With the pressures of formal assessment removed, we can be free to take risks as teachers and encourage students to channel their energies into their curiosities and passions. A small step, adding an element of fun to the online experience and a focus on teaching skills and character.

    On Thursday, a Grade 6 student sent an email to the leadership team. Her parent had tasked her with finding herself a new school in Australia and she was seeking some support. An 11-year old girl faced the challenge of doing this alone. My heart went out to her. She was asking for advice, and at that moment, I was reminded again, that these kids need us. We may not be physically present and yet, they turn to us. The same day, I saw “A Letter from That Kid”. This is an open letter from a student to their teacher posted on social media. The letter reminds us that we do not know the challenges our students may be facing at home, and whilst we may be experiencing frustration, remember that they are too.

    On Friday, we worked in Teacher Evaluation groups as part of our CIS accreditation process. My group was focused on Domain A: The Purpose and Direction of the school. I had prepared the Zoom session as best I could, and of course, things did not go as planned. Links would not work and many of us were called for COVID testing mid-session. The session, however, generated some rich discussion around the school’s guiding statements and it was clear that as a community we are indeed moving in the right direction despite the chaos that we find ourselves in. Much work to do, much to be proud of.

    “Resilience and humility go together. If you are grounded in your organization’s purpose, it gives you the energy to navigate the storms. Humility also helps you to recognize that you don’t know everything, so in moments of crisis you reach out for help; you learn.”

    Carolyn Dewar

    Friday afternoon did also present itself to be one of the most emotionally taxing moments of the week. The school held a town hall meeting to discuss the current difficulties facing those who wish to fly home for the summer. Many have not seen their family since before all this began, and wish to return home for the first time in three years. Flights, however, are currently only one-way and are extremely expensive, re-entering China is also problematic. The dilemma is real. Fly home and see family, potentially being trapped outside the country and forfeiting your job, or remain here for one more year and continue to work in whatever form it happens to be when August rolls around. The conversations were honest and heartfelt, with everyone present understanding and respecting the challenges we are facing at this time. Whilst not everyone will have left the meeting happy, I was reminded of the strength of our community, and that our core value, empathy, may just be the most important value that we possess at this time.

    Journeying:

    Image: Stockninja at iStock.com

    A Letter to Teachers From That Kid

    Empathy Is The Most Important Leadership Skill According To Research: Forbes.com

    Empathy Rules: Harvard Business Review

    Leadership Lessons From The World’s Best CEOs: Mckinsey.com

  • Leading Yourself: The Importance of Staring Out of the Window

    Leading Yourself: The Importance of Staring Out of the Window

    As we enter week 5 of Distance Learning I can feel my energy wane and my momentum slow. It is now, at this time, that I revisit my routine. Searching for more efficient or effective ways to maintain my productivity. Emails, meetings and to-do lists have spiralled out of control whilst we pivot and learn how to respond to ever-changing government prevention regulations. The increased workload is felt by all, teachers, students and parents. Add the stresses of social isolation, forced online collaboration and dodgy internet and you have a recipe for burnout.

    During my mornings, I make it a point to read. If only for 20 minutes. This is essential for my growth as a leader, but also for maintaining my own well-being.  This week I am reading Alain De Botton’s ‘The School of Life: An Emotional Education.’ Within the pages of this book, De Botton discusses the importance of art, nature and kindness in contributing to a well-rounded and healthy life. He also discussed the importance and necessity of taking a time-out. During a busy day, we can often feel guilty for staring out of the window or randomly vacuuming the floor. We should not, however, feel guilty at all. It can serve as an essential part of the thinking process by offering a pressure-free moment to let our thoughts run wild and maybe, subside.

    “I had a great day. The high point was staring out of the window.”

    Alain De Botton

    De Botton claims that the point of staring out of the window is not to find out what is going on outside. It is more of an exercise in discovering and making sense of what is already going on in our own minds. Starting out of the window offers us an opportunity to experience a sense of ‘purpose-free calm’. To be able to observe the scene and yet not be part of the scene. No need to respond. A form of strategic procrastination. 

    “Procrastination may be the enemy of productivity, but it can be a resource for creativity.”

    Adam M. Grant

    Adam Grant discussed the power of procrastination in his book ‘Originals: How Non-Conformists Move The World.’ The best ideas can often be developed and improved upon if left a while to sit after being formed. During this period of Distance Learning, I am finding that staring out of the window and removing myself from the online environment, if only for a few minutes is of the utmost importance when cultivating ideas, and essential for maintaining my overall sense of well-being.

    After furiously replying to emails and back-to-back meetings with parents. I close the laptop and look into the distance. I am lucky that I have a view of Shenzhen Bay outside my window. The water is calming and I can ignore the frantic goings-on in the foreground. Twenty minutes later I often return to my project calmer than before with a newfound creative approach or solution. It is working for me. I encourage you to give it a try. Find a window near you, stare into the distance and take notice of your emotions afterwards. Encourage your students to do the same. I am sure they will feel and perform better for it.

    Journeying

    Image: Tumisu on Pixaby

    Originals: How Non-Conformists Move The World by Adam Grant

    The School of Life: An Emotional Education by Alain De Botton

    TedTalk: Adam Grant- The Surprising Habits of Original Thinkers

    Alain De Botton- It’s OK to feel Not OK right now

  • 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

  • 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

  • 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: Bench Yourself and Listen

    School Life: Bench Yourself and Listen

    This week I decided to wake and go to school earlier than normal. An attempt to re-focus, recharge and find my usual routine. The demands of the job can creep up on you. The semester progresses quickly. The days increase in pace. Before you know it, you are on autopilot and responding rather than adapting. It is important to take stock and mix things up. Stay fresh and sharpen the saw.

    Each morning I bought my usual coffee from the school cafe and sat myself down in an area that I rarely have time to go. The benches beside the sports field. Now the hot season is over, the temperature is perfect and I could hear the birds singing in the trees. I noticed that the benches had bronze placks on them and quotes about friendship. They had been donated by Grade 2 students. The first bench said:

    The only way to have a friend is to be one.

    Ralph Waldo Emerson

    I began to think of my friends back home, and also of the friendships around our school community. Teachers friendships, student friendships and parent relationships. As my mind wandered a group of students began their running practice. I watched them as they were drilled by their teacher. Each student was supported by the others and enjoyed the early morning dopamine hit. I noticed how their feet shuffled as they gained pace, and how this was not one student but all of them. I then realised I had not noticed that about runners before. Do they all do it, or is it a product of learning? Will the shuffle disappear as their technique improves? Let the Youtube journey begin.

    As Leonardo Da Vinci used to write lists of questions he pondered, I have begun to do the same. An attempt to create the curiosity I see in our students. Just questions, I do not know the answers. I have found this has a calming effect and is also making me a better leader. Listen first to understand and then to be understood.

    This has shaped the way I have been approaching all of my conversations. Yesterday, I had many interesting conversations. For the most part, I just listened. I had an enlightening conversation around Diversity Equity and Inclusion with one of our teachers. His perspective surprised me. I listened and said little. I knew instantly I have a lot of learning to do around this topic and that I would learn a lot from listening to his perspective and the importance of being able to draw on his insight as we move forward in becoming a more inclusive school.

    Fairness. I then had a conversation around fairness with Grade 6 student who is triggered when he perceives his teachers actions as unfair. Having recently completed the VIA Character Strengths survey I know this is one of my strengths. A sense of fairness and equity. I wondered if his teachers would also view this boys trait in a positive way. How could they use this very strong sense of right and wrong to help him learn? A topic for an upcoming Professional Learning Session.

    When I reflect on the last day of the week, and the interactions I have had, I notice how many of them were directly related to our school values of empathy, integrity and wellbeing. Evidence that we are in fact living our school values. We do not need big initiatives to demonstrate that we are living our mission, we just need to take note of the small things that make up our day-to-day.

    Benching myself every morning and taking twenty minutes to consider the learning that has been taking place in our school has given me a greater appreciation of what we do as educators on a daily basis. It has helped me to appreciate that whilst we may have a long way to go, we are indeed already well on the way to our goal of inspiring global minds.

    Challenge yourself to take twenty minutes each day to reflect and consider the good work that we do. As human’s we can be drawn to the negatives, however, focusing on the positives helps us to succeed and improves our overall sense of wellbeing (Seligman). As our advisory program takes shape, I hope to see more and more of our community adopting a strengths-based approach in their lives and learning. After all, we all have something to share and this will only be enhanced when we are working to our strengths.

    Journeying

    Image: by Pepper Mint from Pixabay

    Videos:

    Know Your Character Strengths

    Re-building A Life Through Character Strengths

    The 5 Levels of Character- David Brooks

    100m Replays

    Links:

    Take the VIA Character Strengths Test

    Flourish by Martin Seligman

  • 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

  • 10 Must-Read Leadership Books For An Assistant Principal

    10 Must-Read Leadership Books For An Assistant Principal

    As a known reader, I am often asked “what leadership books would you recommend for those wanting to enter leadership?” I have my favourites, however, when recommending books for aspiring Assistant Principals, I try to ensure that the books build an awareness of the role of leadership and the expectations placed on the Senior Leadership Team. As such, my choices reflect my personal experience and would not be favoured by everyone.

    Regardless, here are the top 10 reads as selected by, yours truly:

    1. The Leadership Challenge by James M. Kousez and Barry Z. Posner (This book is favored by The Academy of International School Heads, and is cited on their website).
    2. Multipliers: How The Best Leaders Make Everyone Smarter by Liz Wiseman ( A great read about growing talent and growing leaders- a must for anyone who has experienced the challenge of leaving Middle Leadership).
    3. Leadership and Self-Deception: Getting Out of The Box by The Arbinger Institute (A classic leadership fable- makes you think though!).
    4. Ego Is the Enemy by Ryan Holiday (Because every leader should remember, it isn’t about them).
    5. The Advantage: Why Organizational Health Trumps Everything Else in Business by Patrick Lencioni.
    6. Meditations by Marcus Aurelius (Keeps you on the straight an narrow).
    7. Radical Candor by Kim Scott.
    8. The 15 Commitments of Conscious Leadership by Jim Dethner et al (This may be my personal favorite).
    9. Creativity Inc. by Ed Catmull (The Pixar Story- a great read and very enlightening).
    10. The Culture Solution by Matthew Kelly (You can never read enough about building culture).

    A short, but sweet post, with some interesting reads. I only recommend books I have read myself, and I learned a lot from each of these. I hope that you do too.

  • The Assistant Principal Interview: Part 1 of 3

    The Assistant Principal Interview: Part 1 of 3

    The Assistant Principal interview is a process that is unlike any other. This means that you need to prepare for it if that is even possible. The Interview process is an opportunity to determine whether you are a fit for the school. It is also a check to see if the principal thinks that they can work alongside you. Fit, however, goes both ways. Do your homework and ask questions.

    It is essential that you read the school website and absorb the information. Consider the following:

    • What is the school context and demographic?
    • How are they ensuring that everyone is included? Are they deliberate in their creation of a culture of belonging?
    • What is the mission and how was it created? 
    • What are the school values, and how are they being taught and lived everyday?
    • What does learning look like in the school, for teachers and students?
    • How does the school build relationships with the community?
    • What practices or policy do they have in place to ensure high quality learning is taking place?
    • Do I believe in what this school is doing? Are my values aligned?
    • Does the school look like a place that you would enjoy working in?

    It is likely that you will experience a number of interviews before gaining a position, so what should you focus on?  Let’s take a look today at the first of three big ideas:

    1. What is the Assistant Principal job to you?
    2. How will you enter the role?
    3. How will the school be different because you are the Assistant Principal?

    What is the Assistant Principal job to you?

    The answer to this question will vary between candidates and will provide the interviewer with a sense of your character and priorities. When I have been asked this question I have always been very honest. There is no point hiding the truth in order to get a job. You will have to work in the school every day and develop a very strong relationship with the principal, so ensure you find out as much as you can about them. They are, after all, learning about you too.

    The Assistant Principal position, for me, has always centered upon this set of simple underlying principles:

    • Leadership is about relationships: Care personally about your community. Get to know them. This will allow you to ensure that you can best serve their needs. It also allows you to have the difficult conversations later on as they will know that you have their best interests at heart. For more information on this principle, read Radical Candor by Kim Scott.
    • Leadership is about building a culture of belonging: How many times have you seen this line being posted on LinkedIn or other forms of social media:” People do not leave a job, they leave poor leadership.” It’s true. Your school community want to feel that they belong and that they matter. People want to know the story of your school, how the values were created and prioritized, why you chose them (teachers) and where they fit into the story. Be deliberate in building an inclusive and psychologically safe learning environment. If people do not feel safe, then they cannot learn. For more on this principle read Leaders Eat Last by Simon Sinek, The Fearless Organization by Amy Edmondson and Belonging: The Ancient Art of Togetherness by Owen Eastwood.
    • Everyone is capable of learning: If we do not believe this then we should not be teachers. It is surprising however, how many people forget this when faced with a difficult student or teacher. Caught in in the moment, we may view their behavior as defiant rather than consider their personal circumstances or a sense of overwhelm. Remember that learning new skills can be daunting. We need to pave the way and create fertile ground for learning. To learn more about this principle read An Everyone Culture by Robert Kegan and Lisa Laskow Lahey, Switch by Chip and Dan Heath and Mindset by Carol Dweck.
    • You cannot do this alone: Being a successful Assistant Principal requires forging strong relationships and successful collaboration. It is essential that you study how to best manage a team and how to empower them to support you in making a difference. For more information on developing safe and successful work culture read The Culture Code by Daniel Coyle, Dream Teams by Shane Snow and The Five Dysfunctions of a Team by Patrick Lencioni.
    • The small things matter:  Your words and actions matter. As Kousez and Posner state in their classic book The Leadership Challenge, “Do What You Say You Will Do.” Failure to do so will result in a loss of credibility and trust. The small technical details such as sending the daily bulletin or assigning duties matter. These actions determine the details and flow of a persons day. Do them, and do them well. As John Amaechi PhD states in The Promises of Giants:

    “Winning requires that you vigilantly tend to everything that is within your control, including the dusty stuff in the corners that you’d rather not deal with. It requires doing lots of things you won’t want to do, spending time you won’t want to spend in ways that you don’t want to spend it. If you cannot commit to that, then you are not truly committed to winning.”

    John Amaechi PhD

    Being a successful Assistant Principal is about ‘winning’ at the small stuff so that you can focus on the bigger stuff. It all matters. For more on this read: The Power of Habit by Charles Duhigg and Atomic Habits by James Clear.

    Identify your principles and form your questions around them. They will help you to decide if you should accept the job should the offer come your way.

    We will answer questions 2 & 3 in future posts. In the meantime, clarify your principles. Write them down and consider how they will guide you in your work as the Assistant Principal.

    Journeying:

    Books: Read books cited above

    Videos:

    Building a psychologically safe workplace: Amy Edmondson

    How to build credibility, solve problems and multiply your impact #441. Liz Wiseman on the Learning Leader Show with Ryan Hawk.

    The Culture Code: Daniel Coyle. A Book Summary