When we have so many concerns about the mismatch between school education on offer today and the needs of young people, we have to acknowledge that little is really going to improve until we are prepared to look very seriously at leadership within education. In short, will we have the schools and the education we need and want unless we bring about significant changes in schools’ leadership culture – and what are the changes that would be necessary?
I found this article from a senior member of the Ken Blanchard Companies interesting. Whilst its talking about the new ways of leading required in all types of organisations (especially those that need to harness the creative and innovative power of the employees – is that now all organisations?) I found some parts especially interesting when thinking about where we are currently in school education.
The article identifies three core roles for the leader; catalyst, architect and coach. The latter of the three is something I’ve believed in for some considerable time as an effective approach to leadership in schools. I think part of the appeal has to do with the importance of the first of the three roles. Directive, controlled leadership that centralises power and authority, decision-making and accountability doesn’t ‘grow people’ or have the potential to engender passion, commitment and true innovation.
The ‘abundance mindset’ talked of doesn’t just apply with the organisation’s own employees, but also with outside vendors and contractors. As time goes on I have found myself less and less interested in squeezing out the best price or a bit of cost saving (scarcity mindset), and more and more interested in building high-trust relationships with vendors and suppliers that are mutually beneficial and based upon the willingness of the vendor to work creatively and effectively to support what the schools deliver.
The second role – the ‘architect’ is undoubtedly the most important when it comes to change management, innovation and educational reform. This is the one that potential worries me the most. I see far too much ‘going through the motions’, replicating yesterdays schools and just trying to do everything they did. It’s often considered innovation and commitment if leaders in schools just seek to do the same old, but to do it 1% better. However, I don’t believe these are the approaches that are going to bring us the schools and the education we need today and tomorrow. That is going to require the courage and commitment to lead teams that think in new ways, are willing to try new things and are not afraid to sometimes fail.
One particular area where this is apparent is in the harnessing of technology and ICT to bring about fundamental changes in learning processes.