ing and learning and improving practice, are some of the ways that contribute not only to teachers’ growth and development, but also to student learning. As leaders, we are expected to add value
to others and leverage their capabilities. In other words, we help our stakeholders reach their potential while concurrently meeting the organization’s goals. Developing the “adding-value” mindset is being deliberate
in setting up others to succeed and being genuinely happy for their success. It is the leader’s steadfast belief that the success of others adds to – rather than detracts from – their own success.
3.
Personal and professional growth mindset. Leaders learn through
constant self-development, understanding that learning is a lifelong process – it doesn’t
stop when one reaches a goal or a plateau. But how do we realistically keep personal and professional growth as our focus, when increasing expectations and higher stakes accountability become the cultural norm? When plagued with an unending to-do list, mandated reports, budget cuts and all sorts of managerial tasks, how can a leader find the way back to his or her inner self? While it may appear counter-intuitive,
the most crucial time to ensure we find our center is when many obstacles lie in front of us. Leaders need to constantly reclaim their spirit and soul and infuse them back into their leadership hearts. Engaging in thoughtful reflection on how to maintain a healthy balance between our personal and professional lives is a necessary test of integ- rity that every leader needs to go through. “Know thyself” is the cornerstone of
every great leader. Knowing oneself is mas- tering the sense of identity, not just with what we do but who we are – our values, beliefs, purpose and ideals. Coaching lead- ers to routinely define and redefine their personal growth goals (inner development) while simultaneously working on their pro- fessional growth areas (career development) is a must. Committing to engaging in personal
growth practices like spending time with family; finding time for self; establishing routines for silence, solitude and medita- tion; investing in physical activities; exer- cising self-renewal; and claiming small per- sonal victories will invariably have a huge positive effect on the leader’s performance (Metzger, 2008). Best of all, leaders are advocating and
modeling to teachers and others that a strong sense of balance is essential to any successful endeavor.
4.
Culture-building mindset (pay it for- ward). I met my school’s head custo-
dian my first day at my new school and we conducted a tour of the campus. He shared how excited he was that I was their new prin- cipal. I asked him why and he said, “Because I heard that you will turn this school around.” I put my arms around him, looked straight in his eyes and said, “Actually, I am not here to transform this school. I am here
34 Leadership
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40