part of leaders. Displaying constant, unwav- ering courage over the course of a long and protracted challenge requires a deeper, more refined set of attributes than those of a situ- ational hero. The Greek philosopher Aristotle de-


scribed courage as the first virtue of a leader. This was because it made all other virtues possible. To have other virtues – such as in- tegrity, honesty and compassion – you first need to possess courage. All other virtues as- sociated with great – and even good – leader- ship will wither in the absence of courage.


Personal challenges of school leadership As primal as it is to effective educational


leadership, little consideration has been given to the interpersonal challenges sus- tained courage can create for leaders over the course of their endeavors. Changing a school or educational agency’s direction and cul- ture can take years to accomplish. In many circumstances, we may not be able to fully complete the task during our time at the helm. It may require one or two additional leaders after us to lead the organization to the place it ultimately needs to be. Leading positive change in today’s pub-


lic education system will undoubtedly come at a price. Just how much will depend on how we as leaders adapt to and address the stresses associated with educational leader- ship. The time, energy and focus it takes to successfully lead a school, program, district or county office can have unintended effects. These can include stress, worry, anxiety, strained/damaged relationships, deteriorat- ing health, weight gain/loss and depression, to name just a few. No educational leader is completely im-


mune from all the direct and indirect impli- cations associated with leading in the public education system today. If you meet leaders who say they don’t worry about their jobs, chances are whatever they are leading is not improving and evolving in a manner that best serves students. If you supervise a leader who expresses this, it may be time for a more in-depth evaluation. In preparation for becoming a chief busi-


ness officer in a local education agency, I en- rolled in several academies and mentor pro- grams. I interviewed countless cabinet-level


leaders and developed a strong résumé of ex- perience in school business and leadership. Nothing, however, was able to prepare me for the unexpected loneliness of leadership. This was something experiential requiring a very different and new set of skills to adjust to this unforeseen emotion. How we each react to the interpersonal


by-products of school leadership, and the implications they have on our personal and


of the conditions around us. Note that there is a clear distinction between acknowledge- ment and acceptance. To acknowledge orga- nizational and personal operating charac- teristics is to recognize and understand the manifestation of specific conditions impact- ing an organization. This does not mean we accept them and let them remain in place. Understanding why things are the way they are is the first step to positive transformation. Sustained courage, the kind that overlaps


a number of years in a dynamic environ- ment, will be influenced by the normal ebbs and flows of life. No issue or event in history ran its course and finished in a constant, straight line. It occurred in a messy up-and- down, start-and-stop fashion that included smaller victories and defeats before its final conclusion. Education leaders in these conditions


professional lives, will be unique. How we develop positive and successful strategies to address them will be equally unique to our individual leadership characteristics. This is an area that deals with our interpersonal psychology. It will undoubtedly be as varied as are leaders and individuals.


Peace with our place in the world If you were looking for the “12-step”


process or magic pill that puts your mind at ease, this is where you might want to move on to the next article. The bottom line is that there isn’t one. A significant amount of literature and


services are available when it comes to deal- ing with work-related stress and anxiety. However, for those of us in high-paced, high-stakes leadership posts, it is a condition that is likely chronic. But we can successfully manage and channel these worries and fears into ways that improve our well-being and professional performance. Developing a sense of peace with our


place in the world first requires an under- standing, and eventually acknowledgement,


will experience a complete array of emotions during their leadership tenure. They will oc- casionally experience very bad – even horri- ble – periods in their careers. At other times they will feel as if they are in the “zone.” Great leaders learn to eventually understand and recognize these ups and downs for what they are, and not let them define their lead- ership compass’s true north.


Strategies for sustaining courage Although there is no magic pill or process


to avoid the emotional ancillaries associated with courageous leadership, there are strat- egies we can undertake to address them in healthy, productive pursuits:


n It is OK to be afraid: Fear and anxiety


are normal conditions for any courageous leader. Leaders who act with courage are not fearless. Fear, directed in the right man- ner, can serve to keep a leader grounded and mindful of other factors influencing a situa- tion or issue. Displaying a healthy acknowl- edgement and mastery of fear can also draw out the same attribute in others you lead.


n Mistakes are opportunities to learn: No


leader is perfect. Every leader makes mis- takes – sometimes big ones. History is full of examples of leaders we now consider icons who made significant blunders before ulti- mately achieving their lasting legacies. In most cases, these leaders learned from their


January/February 2014 19


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