Tag: Interview

  • 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.

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

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

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

    When your team trusts you, they:

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

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

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

    Stephen R. Covey (1989).

    How to Build Trust

    Be Reliable

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

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

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

    Communicate Clearly

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

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

    Trust Your Team

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

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

    Lead by Example

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

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

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

    How to Fix Broken Trust

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

    Take Responsibility

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

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

    Follow Through on Fixes

    Words aren’t enough. Actions rebuild trust.

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

    Rebuild Relationships

    Trust is personal. Talk directly with those affected.

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

    Trust Questions in Leadership Interviews

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

    Here’s a strong way to answer:

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

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

    Final Thoughts

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

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

    References

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

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

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

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

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

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

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

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

    How can you create belonging in your school or classroom?

    Practical Ways to Build Belonging

    1. Get Names Right

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

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

    2. Design an Identity-Safe Classroom

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

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

    3. Use Jigsaw Learning

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

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

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

    4. Craft Inclusive Situations

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

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

    5. Connect Learning to Students’ Lives

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

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

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

    How to Answer This in an Interview

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

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

    Example Response for an Academic Leader

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

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

    Action:

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

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

    Example Response for a Pastoral Leader

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

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

    Action:

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

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

    What This Means for International Schools

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

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

    Takeaways for Educators and Leaders

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

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

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

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

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

    Defining Your “Why” and Motivation

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

    Ask yourself:

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

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

    Is Inspiration Actionable or Just a Concept?

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

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

    Inspiring Those Who Are Resistant

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

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

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

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

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

    Example: Academic Leadership Scenario

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

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

    Recommended Resources on Inspiring Teams

    To grow as a leader, explore these resources:

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

    Key Takeaways

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

    Take Action

    Preparing for an assistant principal interview starts now.

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

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

    Journeying:

    Reading:

    How to Inspire People

    Adam Galinsky On How Great Leader Inspire Their Teams

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

    Forbes: 3 Strategies to motivate and Inspire through tough times

    Recommended book: Inspire by Adam Galinksy

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

    A Note On Asking Questions

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

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

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

    Photo by Tim Gouw on Unsplash

  • 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

  • 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

  • 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

  • On Becoming The Assistant Principal

    On Becoming The Assistant Principal

    What is the Assistant Principal, and what do they do?

    The answer to this question is very complex. This is because the answer depends on your school context and mission, your principal and your own philosophy. You must ensure that you have researched and considered all of them if you are to succeed in your role as the Assistant Principal.

    As stated by Principal Kafele in The Assistant Principal 50, most professional development courses including an M.Ed in Education Administration prepare you to think and act as a principal, not, as an Assistant Principal. You can, therefore, enter your first Assistant Principal role, completely blind as to the expectations and demands of the job. You will do well to remember that your role is to ASSIST your principal in meeting their objectives for the school and not your own. If they align, so much the better. 

    To many, the Assistant Principal role is one that primarily focuses on technical skills such as building the schedule, writing policy, assigning duties and of course, managing student behaviour. It is, however, an adaptive leadership role, one that will force you to think on your feet and take the lead when your principal is not available. 

    Ensuring that you master and schedule the undertaking of the technical and predictable duties stated above is essential as this allows you to free yourself up to build relationships and drive learning forward in the classroom. An Assistant Principal is, therefore, also, by definition a pedagogical leader, a confidant, a crisis manager, a team player, a coach, and let’s not forget, a teacher. 

    It is, however, hard to provide a comprehensive definition of the role as it varies so much from school to school. When applying for the role, ensure that you read the job description thoroughly. This will give you clues as to what your principal expects from you, and allow you to prepare for the imposter syndrome that will undoubtedly be experienced on Day 1 of the job. 

    Things that may appear small may in fact influence the way that the position is viewed in the school. For example, is the role known as Vice, Assistant or Associate Principal? The latter may imply a closer relationship and one on more of an equal footing with the principal when it comes to decision making. This is an important distinction and will emphasize the type of relationship that you are expected to have with your principal.

    On Day 1 of starting my Assistant Principal position, I was asked to introduce myself to the faculty. I waxed lyrical on education, global citizenship and leadership. I quickly noticed the faces of the leadership team and some giggles from teachers. I cut it short, and joked, “Too much?” Yes, I had overdone it. I am not the principal.

    After that I focused my efforts on doing two things:

    1. Mastering the technical skills and tasks of the role.
    2. Developing relationships with the community.

    Mastering The Technical Skills

    Read the policy. Understand the systems and their context. Become familiar with the technology. These influence the daily life of teachers, students and parents and you will be expected to follow and use them wisely. Everyone will look to you for answers, and you need to be able to provide them quickly. 

    Developing Relationships

    Be visible. Greet the students and teachers in the morning. Walk the corridors. Enter lessons. Attend sports games and concerts. It will be appreciated and allow you to develop strong relationships with the community. Ask yourself this question: “Are people happier or better because of our interaction today?” If the answer is no, then you may need to rethink how you are connecting with your people.

    Closing Thoughts

    There are many things to consider when becoming an Assistant Principal. After you have read the job description and made the decision that the school, principal and philosophy are a good fit you must then consider what type of Assistant Principal you will be, and in turn, you will need to re-visit your educational philosophy and build your leadership philosophy. We will discuss these later. For now, consider your next move wisely. Why do you want the Assistant Principalship? Is this school right for you? Is this the right time? Only you have the answers.

    Journeying:

    Related Articles:

    The Assistant Principalship: The most misunderstood and Underutilized Position in Education- Principal Kafelewrites.com

    Related Videos:

    Starting The School Year As A New Assistant Principal: The New School Leader

    Your Job is to Assist…Principal Kafele- YouTube.com

    Why Good Leaders Make You feel safe: Simon Sinek

    What Do Assistant Principals ACTUALLY Do?-YouTube.com

    Hey School Leader, what is your identity?