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.
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.
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
This week we experienced what is known as Red Rain. A storm that was so hard that it cancelled school, and the city of Shenzhen fell to a standstill, resulting in a three day week on campus, a day off, and then a Friday of online learning. After weeks of lockdown and uncertainty surrounding government regulations, working from home was a much-needed break for some. For others, it was a distraction and another obstacle to learning.
Regardless of how we received the news of home learning, one thing is sure. Senior Leadership made the necessary pivot (and quickly too), contacting the IB to arrange the non-examination route for our students due to adverse circumstances, solidifying the plans for the next two days. Yet another challenge for our Grade 12 students as they navigate a turbulent final year in High School. The show went on, and teachers took the disruption in their stride and continued to deliver high-quality lessons to their students.
I put the finishing touches on our weekly newsletter during the Friday session. I was struck by how much content there was for only a three day week. Many highlights included ‘shout-outs’ to teachers who had recently completed our internal language coaching program, pictures of Grade 6 presentations, a hilarious Middle school production, and updates from our students who are busy filling their time capsules. All of this activity had occurred by Wednesday. A lot is going on, and there is no evidence that our program has become less rigorous due to the COVID restrictions we are now facing.
As the rest of the world moves on and travel resumes, it is easy for those living outside of China to forget that life here is far from normal. Daily COVID tests, no parents on campus and last-minute changes to established protocols. We have now become adept at administering whole school COVID tests, testing the entire secondary school in around 30 minutes each day; this must be some record! Sometimes, the process seems to make little sense. Ours is not to question why; we respond in the best way for learning. It is what we must and should do.
During these times, laughter, kindness and caring have become the focal point for our community. Ensuring that we acknowledge that someone may be carrying a heavy burden or find a particular situation more challenging than others is necessary. We have done this well. Teacher Appreciation Week was a recent opportunity to reflect on the contributions of and daily interactions with every faculty member as we hand wrote notes to each community member. At times like these, you notice the time and dedication that teachers put into their every day at school. There is nothing left to say except thank you.
Last week we reopened our doors to our students and we were able to engage in face-to-face teaching once more. At 8am we had a crowd of teachers eager to greet students at the gate. The children were pumped, running into school and into the mandated COVID screening. There was excitement mixed with a degree of frustration and acceptance. Temperature checks, swab testing and face masks seem like a much lesser evil after the lockdown. The community has rallied around and complied with the necessary precautions with little complaint. It’s good to be back!
Each day we are required to complete a round of COVID testing. 1200 students organised by Advisors and directed to the CDC testing staff. It has been a slick operation. Most days the whole process is complete within an hour. At times, the incessant testing becomes tiresome. However, this hour has provided me with a unique opportunity. To connect with every student in the school during a single day.
At 1:30pm each day, the leadership team joined by a team of volunteers oversees the testing hour. During this time we register the students and acknowledge that they have indeed been subjected to a good swabbing. This brief daily interaction required some levity, after all, we are missing class time. As a team, we have joked with, rapped (badly) at, interviewed and checked in with our students. We have managed to speak with the introverted, the extroverted, and those who would prefer to avoid the administration. One thing is hard to ignore. The smiles (even from behind a mask). 1200 smiles. Despite the challenges and uncertainty, the kids are having fun, and I am coming to know more and more students. Not a bad trade-off. So, if ever there was a silver lining, this is it.
We have all faced our own personal and professional challenges over the last two years. Whether it be maintaining a healthy routine, managing the nuances of online learning or coping with living and teaching in isolation- we have all needed to adapt and demonstrate some form of resilience and empathy.
Since the COVID-19 pandemic began, schools have been faced with a need to reassess how they promote, assess and maintain the well-being of their community. Each school’s individual contexts will have shaped how this has played out. There has been a renewed focus on mental health, student attendance, Social and Emotional Learning and nurturing parent-school connections.
Making connections from afar is harder- no doubt about it. Even our friends and family call less often the longer you are away from home. It gets increasingly harder to show up when things are not going well. It is not surprising then, that student attendance during periods of Distance Learning becomes sporadic. Teenagers are tasked with self-managing their sleep, diet and school work alongside the temptations that come with working from home. Teachers have become well-trained in spotting an online gamer or irrelevant group chat when looking at their screens.
These less productive behaviours are often reported to me as the Assistant Principal. Like most schools, we have clear policies on attendance, gaming and cyber-bullying. But like most schools, we created these policies long before the onset of the COVID pandemic. Needless to say, taking these policies at face value and upholding the previous standard in light of our current situation may not always be the way to go. Online learning is as difficult for our students as it is for our teachers. Whilst we have adapted schedules and assessment expectations to ease the burden on all stakeholders, it has become clear that we often expect the same level of engagement and behaviour as we do when teaching face-to-face. I have recently, been asking myself, whether this is a fair or reasonable expectation.
Last month I had a conversation with a Grade 11 student who had been flagged for a surge in non-attendance. Looking at the numbers it was clear, that she is running the risk of missing too much class time to cover the content needed to be successful. The student has been living alone for the last two months as her parents were quarantined in another city. Period 1 was often forfeited in favour of sleep and gradually more and more classes were missed. The absence and missed work snowballed, and knowing she was struggling, she gave up.
These conversations with her were invaluable in being able to support her, and understand her context. The policy was less useful. There is no empathy within the pages of an attendance policy. We discussed both her situation and the need for a written policy. But really, we just focussed on expectations and developing relationships. She was not meeting the expectations that she had placed on herself and this was causing her a lot of stress. Knowing the potential consequences of her actions but not knowing how to claw her way back to success was becoming too much. I placed the policy in the metaphorical drawer and tried to understand her situation. I now meet with her every week.
Sometimes the best action to take is just to be present and listen
Lee Parker
This type of conversation has become more commonplace and more important as the COVID restrictions continue. Yet, they are also one of my biggest challenges. Managing to successfully schedule meetings with an online schedule is difficult enough. Maintaining school expectations under crisis conditions is a challenge again. When working online we are often presented with the data before we gain clarity around the context. The data is often available to teachers who are like me, unaware, at the time of the weight that a student may be carrying. And yet, action is expected. Sometimes the best action to take is just to be present and listen. These continue to be challenging times, self-care and caring for others are more important than ever. I would argue that we are learning more about ourselves than ever right now and that these, are just maybe, the most important lessons of all.
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.
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.”
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.
In his thought-provoking book “Creating Cultures of Thinking”, Ron Ritchhart asks the question “What would you like the children you teach to be like as adults?” This simple question has a very deliberate purpose, to cause educators to reflect upon what they are teaching and in their role in shaping a student’s future. Typical answers to this question include creative, happy, resourceful, resilient, critical thinker and innovative. Teachers rarely say I’d like my students to be an A student or a 7. We forget the grades and focus on skill and character.
In the wake of COVID-19, skill and character development have become buzz terms, more so than before. The need to explicitly teach children the so-called ‘soft’ skills is crystal clear. Schools are responding in part, by realigning or developing their Social and Emotional curriculum. Programs such as SEE learning and the Positive Education Enhanced Curriculum (PEEC) are being discussed regularly in school meetings, at interviews and online. Such programs aim to support our children in their ability to thrive, flourish and be better versions of themselves. A lofty goal indeed.
“One of the most common responses from groups is that in a culture of thinking, there is a sense of purpose to the learning.”
Encouraging students and teachers to see past the grades, however, is no easy task. Especially, when university placements are dependent on them. It is a mindset shift and taps into the individuals own educational philosophies. It also forces schools to examine their own cultures and priorities. This will undoubtedly involve revisiting their own mission, vision and values. Take a walk around your school, look at the walls, listen to what is being said. Are you prioritising grades or are you focusing on developing thinking and wellbeing? Are the students being challenged? Are they excited to learn? Are they developing new passions?
“We don’t become better because we acquire new information. We become better because we acquire better loves. We don’t become what we know. Education is a process of love formation. When you go to a school, it should offer you new things to love.”
David Brooks: The Road to Character
A pet peeve of mine is the overuse of the word ‘summative’. During my career, I have heard students referring to their summative assessment with fear and reverence. Teachers often plan units with the end in mind, prioritising success on the final assignment over skill and character development. Does success on the assignment reflect skill development? More often than not, the answer is yes. Is this growth in skill and character explicitly communicated to the student? Often the answer is no. This is an understandable omission, but how do we make the shift from a culture centred upon exam success to one committed to developing well-rounded and happy individuals?
This year we have attempted to start the culture shift. We have introduced the Positive Education Enhanced Curriculum (PEEC) and incorporated their lessons into our advisory framework. Moving the focus of our energies to value and character development. It is a long road, but one we are willing to travel. We know it is the right thing to do for our students and so we persevere.
As we tap into the world of Social and Emotional Learning and consider how best to implement the program; it stands to reason that we re-examine our values, our priorities and our way of doing things. This helps to form new goals and a new way of seeing things. How we measure the success of our advisory program is now being considered and we have had recent conversations with The Mastery Transcript Consortium, a non-profit organisation committed to providing an alternative method of measuring student success. One that focuses on skill and character development over passing the test. We are new to the conversation and I look forward to seeing where it will take us. Being able to clearly see the impact of our efforts will be rewarding and powerful and provide a great deal of motivation to both teacher and student.
The importance of tapping into student passion and interest whilst providing them with ‘essential’ worldly knowledge has again made itself known. If a student is not interested or engaged they will not learn. Whether a school focuses on succeeding on a test or on skill development is irrelevant. The learning process must inspire and generate ideas and curiosity. The path to mastery requires that students want to learn, that they enter a flow state and lose themselves in the process. And so whilst, I lose myself in the research process, I hope that our teachers lose themselves in the process of planning and delivering life-worthy learning.
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:
As our teachers embark on their second year of the pandemic experience, it is hard for them not to get despondent. International travel is still limited, and those choosing to leave will face an arduous three-week quarantine upon their return. COVID restrictions are maintained that can result in impromptu COVID tests. The threat of online teaching is always looming. International teachers have an added psychological pressure during our very clearly defined recruitment season. Early resignations are required and choices need to be made. Resign, possibly see family, move to a country without quarantine restrictions or continue living a fairly normal existence knowing that one of the main benefits of living abroad has been taken away. During these challenging and uncertain times, it can be beneficial to focus on the bright spots.
Every morning I aim to greet the students at the school gate. Elementary school students poised to run into campus ready for another exciting day of learning. Middle and High school students enter the school a little more casually as they contemplate their next assignment or wipe the sleep from their eyes. This is one of the highlights of my day. It is a chance to connect with students before the challenges of the day begin and never fails to energise.
“This is a wonderful day I have never seen this one before.”
Maya Angelou
Walking around campus during breaktime affords me a similar experience. Students are on campus, having fun, teachers are discussing new strategies and exchanging ideas for their upcoming lessons and there is an energy that we are fortunate to experience by not teaching online. When a curveball comes my way, I savour those moments. After all, I could be at home attached to my laptop right now.
Recently, we hosted an ACAMIS volleyball tournament and our 10th Anniversary celebrations. Musical and sporting performances were plentiful and gave our students time to shine and follow their passions. Both of these experiences allowed us to just sit back and watch the kids. What could be better? No grades, just fun. It is always exciting to see students outside of the classroom and experience them in a different light. This was no exception. There is always a student who surprises you with their level of talent. Usually, not just one. These days served as a great reminder as to why we do what we do. They are the bright spots.
“Appreciation is a wonderful thing. It makes what is excellent in others belong to us as well.”
Voltaire
The COVID pandemic has, however, forced interaction with our community to be directed online. Our school is providing upwards of 50 parent workshops each month to ensure that the bonds and communication are upheld. It’s not the same and the lack of parent presence can be felt on campus. However, we receive a great deal of participation a sign that parents do indeed care about their child’s learning experience. Let’s not take it for granted.
As an Assistant Principal, the challenge has been to find balance. Balance for everyone. To ensure that learning takes place, that the integrity of the programs are maintained whilst respecting the inevitable fatigue that comes from living in a state of flux. It has been very important to enter every interaction with a value-added mentality, asking “is this person better off from having this conversation?” Am I allowing my blindspots to drive the conversation?
Equally important is presuming positive intent. All teachers have their students best interests at heart. This is important to remember when a lesson or an event does not go as planned. When carrying our own expectations and daily hassles, it can be hard to eliminate our blindspots. The bias influences our perception and then, of course, our reaction. We do not know what the other person is going through. Homesickness, tiredness, illness, and stress. These are all present and influence the functioning of the school. Still, we continue to do what is best for learning. The kids feel it, and although they may not say it, they are thankful.
“Enjoy the little things, for one day you may look back and realize they were the big things.”
Robert Brault
So, at the end of a long week. I like to reflect on the bright spots and blind spots. What is going well, and what could I have handled better? This short meditation allows me to refocus and reminds me that despite all the challenges that have been presented to us, we still have one of the most important and rewarding jobs in the world. I challenge you to do the same. We have a lot to be grateful for.
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
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:
What is the Assistant Principal job to you?
How will you enter the role?
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:Yourwords 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.
