Co-authored by John Martinez, Sarah Opatkiewicz, and John Staumont
At a recent retreat for administrators, the topic was leadership (what else?). One group presented how the media often portrays education (both teachers and administrators). Negative stereotypes are either the boring teacher (Ferris Bueller) or tyrannical principal (Lean On Me). Both portrayals belittle the work and effort that so many dedicated professionals pour into their work.
One important responsibility of the building principal is shaping a vision of academic success for all students. The question is, how does this happen? Does a principal give the mandate for the vision like Joe Clark, the principal in Lean On Me? Too often in the case of tyranny, the change and “vision” last as long as the leader is there or the leader finds themselves marching alone on to battle with their quest with no followers. We want the adults (and students) in the building to contribute to change with their thinking and perspective, so we hope that you’ll agree with us that this is a poor example of vision creation and delivery.
We probably can agree that a vision requires a brief statement that is future-oriented and requires the organization to truly stretch. This is a pie in the sky long-term goal. If the vision can be achieved in 12-18 months, then the vision was not lofty enough. Moving the organization toward the vision requires consistent and collaborative action. In turn, the daily actions of all stakeholders should be aligned and guided by the vision. However, do all the actions in every organization always align? Obviously not. Therefore, how do you get an alignment of actions to move toward the vision?
Most leadership literature speaks to the power of a collective vision within the organization. For a school, this primarily may be the teachers. However, there are many stakeholders within a school setting (Parents, classified staff, and students). As with a tapestry of many threads and colors, when more voices are interwoven into the process the work becomes more intricate and complex, but the end results more vibrant and beautiful. Each of these groups is comprised of individuals with individual beliefs. Actions will spring from beliefs. The role of the leader is to help uncover those beliefs and help individuals bring them to the surface.
We can argue whether beliefs are binary or have varying degrees of influence. Some of us hold beliefs but do not always act on them in a binary fashion. My willpower for a bear claw while on a diet is much lower depending on circumstances (and the bakery). What do the people you work with believe? What do parents believe? What do students believe? How do you balance differing or conflicting beliefs within an organization? This exercise in itself can be powerful before you even embark on creating a vision.
Working through a process of gathering the voices of a larger group is time-consuming and will slow the process down. However, it is one way to ensure the voices of your stakeholders are heard and valued. When only a select group are involved in the process a whole section of stakeholders feels disconnected and possibly resentful of the vision. It also gives you a platform to communicate your beliefs and vision to your community. There is power in declaring publically what you believe and where you would like to take the organization. While not a vision, it does communicate your vision as the leader. People need to know you have one and this is a great opportunity.
With that background, we (three elementary principals) chose to communicate what we believe about learners (children and adults). We desire to begin our year declaring our beliefs so we can begin the conversation with our communities and develop our collective visions. At the same time, all three sites are focussing on writing for the coming year and believed it would be good to model what we are asking students to do (create and publish content to impact the world around us). Therefore, in keeping with our effort to shape our culture, promote our writing effort, and begin our visioning process, we would like to clearly communicate our beliefs for all learners.
Beliefs for ALL Learners:
- Maslow before Blooms (safety, belonging, feeling successful before academic content)
- We are a learning organization
- Align our work to a shared vision
- Relationships, Relationships, Relationships (it’s all about relationships)
- Continuous growth (always build on successes and learn from failure)
- Personalized Learning for adults and students
- 5Cs: Collaboration, Critical Thinking, Communication, Creativity, and Curiosity
- Differentiated to address interests and needs
- Take ownership of your learning
- Move from your point A to B (and so on)
- Share your learning with others (connected)
- Apply the learning
- Voice and Choice
- High expectations for self and others
- Embrace a mindset for innovation and empowerment (shift away from compliance)
- Know your “Why?”
- Have fun
We understand this is a work in progress. You may find things that are unclear or that we omitted. You may find things you disagree with. We actually hope that is the case because diversity in ideas and discourse drive us to think more deeply, reconsider our views, and articulate our beliefs more clearly. As when reorganizing a home or restoring a car things tend to get messy before they get clear. The work continually refines itself and unveils omissions as a collective clarity is built. We invite you to review our beliefs and consider them along with your own beliefs on learning for all. Tell us what you believe we are missing. Ask for clarification. Point out the error of our ways. In the end, we want to have some discourse around important ideas so we can positively impact the lives of students and adults (all learners). If our role as principals is shaping a vision of academic success for all students, then we need honest feedback from all stakeholders in order to shape our own vision. Hopefully, the dialogue will also present an opportunity for others to explore their beliefs and join us in our efforts.
Mrs. Opatkiewicz is the principal of Shelyn Elementary in Rowland Unified. Shelyn is launching a Mandarin dual-immersion program. Follow her on Twitter @ShelynSharks.