EduQuote of the Week: April 10 – 16, 2017

The affects you will have on your students are infinite and currently unknown; you will possibly shape the way they proceed in their careers, the way they will vote, the way they will behave as partners and spouses, the way they will raise their kids

– Donna Quesada

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Teach & Serve II, No. 35 – Leadering: Letting Go

Teach & Serve II, No. 35 – Leadering:  Letting Go

April 5, 2017

Leaders who are successful understand that, while they have a track record, they do not have to be defined by it. Nor do they allow themselves to be.

Over the course of the next few weeks, Teach & Serve will be discussing “leadering” activities.  In essence, these are the critical steps, as I see them, that individuals take as they become leaders. These are the universal gates through which they pass. These are their shared signposts they come across.

These are the things leaders do as they go about “leadering?”

  1. Knowing Oneself
  2. Identifying Weaknesses before Celebrating Strengths
  3. Honing Communication Skills
  4. Exercising Authority Appropriately
  5. Achieving Balance and Blend
  6. Humbling Oneself
  7. Letting Go

I have saved the best for last… and it is, perhaps, the most obvious of all the activities I’ve written about in these last seven weeks of “Leadering” topics. Maybe not the most obvious, but certainly the progression of these activities has led to this:

Let. It. Go.

Leaders navigate waters both smooth and choppy. They encounter colleagues, students and parents at both their best and their worst. They inspire positive experiences. They are held responsible for negative ones.

Leaders have histories.

Leaders create histories.

Leaders leave histories behind them in their wake.

And leaders are human. There are moments in their histories of which they are very proud. There are moments in their histories of which they are not. There are students and colleagues they truly enjoy. There are students and colleagues they would like to never consider again. There are signposts they can point to which are very positive and there are those that are starkly negative.

They have met people and done things.

They’ve left footprints.

And the best leaders let all of that go. Leaders who are successful understand that, while they have a track record, they do not have to be defined by it. Nor do they allow themselves to be.

They do not live in their successes and they do not dwell in their failures. They do not revisit the past unless it is helpful for them to do so. They neither hold grudges nor are they swayed by their own press.

They live in the present. They work in the now. They plan for the future.

None of this can happen effectively without letting go.

Those who wish to be leaders will do well to practice letting go. A true leadering activity is allowing the past to stay in the past. Another is forgiving and actually trying to forget. A third is not prejudging a situation or a person based solely on past contacts and histories.

Leaders who find ways to let go of the past, to understand that conflict and praise are both fleeting, to look forward and not backward are leaders who inspire.

They are leaders I yearn to follow.

Teach & Serve II, No. 34 – Leadering: Humbling Oneself

Teach & Serve II, No. 34 – Leadering:  Humbling Oneself

March 29, 2017

No one deserves leadership. It is not some God-given right. Leadership is a privilege. It is a responsibility. It is to be entered into humbly or not at all.

Over the course of the next few weeks, Teach & Serve will be discussing “leadering” activities.  In essence, these are the critical steps, as I see them, that individuals take as they become leaders. These are the universal gates through which they pass. These are their shared signposts they come across.

These are the things leaders do as they go about “leadering?”

  1. Knowing Oneself
  2. Identifying Weaknesses before Celebrating Strengths
  3. Honing Communication Skills
  4. Exercising Authority Appropriately
  5. Achieving Balance and Blend
  6. Humbling Oneself
  7. Letting Go

The entire world argues against this one. The trappings. The offices. The desks. The stipends and releases from other responsibilities. The desire to be called “boss.” The feeling one gets when told: “Yes, it’s you. YOU are the woman. YOU are the man. YOU are the leader.”

YOU.

The perks of leadership are as enticing as they are numerous. Being in charge. Being in the know. Being top dog. When we are surrounded by these kinds of things, it can be very difficult to remain humble.

Look, society assumes (this has actually been proven in studies) that the quarterback of a football team is the most beautiful player on the team. The most handsome. Beyond everything else the leader of the football receives, he also is the best looking? Are you kidding me?  But we believe this. On some level (at least the football level) we believe that are leaders are not only deserving of trappings, they are better looking than we are, too!

Therefore, in the leadering that leads up to actual leadership, potential leaders must engage in things at which they are not accomplished. They must try this at which they will fail. They must find those areas of their lives in which they are interested and need to grow. Leadering in this area means striving. It means reaching. It means missing the mark and refocusing. It means being told you are not good enough and you have to improve.

No one deserves leadership. It is not some God-given right. Leadership is a privilege. It is a responsibility. It is to be entered into humbly or not at all.

I learned this in many, many hard ways. I learned to grow into the role. I developed an awareness that humility was one of the key traits of effective leadership.

It took time.

One cannot fake humbleness. Those we lead see through false humility like looking through a window pane.

When leadering, those who wish to come into these sorts of roles should identify a mentor, someone who knows more, who has a deeper connection to humility and who can challenge. The best mentors show us who they are rather than tell us. They compel us to be better as we watch them and learn from their examples. When we apprentice at the feet of powerful mentors, we learn, very quickly, that the best mentors did not strive to become mentors at all.

They just tried to lead well.

Without exception, the best and most inspiring leaders find strength in their own humility. They humble themselves to the role.

Our leadering activities must teach us to do so as well.

The genuinely humble leader is a leader more readily followed.

EduQuote of the Week: March 27 – April 2, 2017

Today a reader, tomorrow a leader.

– Margaret Fuller

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Teach & Serve II, No. 33 – Leadering: Achieving Balance and Blend

Teach & Serve II, No. 33 – Leadering:  Achieving Balance and Blend

March 22, 2017

… the idea that we must find balance in our work and home lives… is obviously very important. If we are all about work, we have pressures weighing on us from home. If we are all about home, our work life suffers. This is not rocket science.

Over the course of the next few weeks, Teach & Serve will be discussing “leadering” activities.  In essence, these are the critical steps, as I see them, that individuals take as they become leaders. These are the universal gates through which they pass. These are their shared signposts they come across.

These are the things leaders do as they go about “leadering?”

  1. Knowing Oneself
  2. Identifying Weaknesses before Celebrating Strengths
  3. Honing Communication Skills
  4. Exercising Authority Appropriately
  5. Achieving Balance and Blend
  6. Humbling Oneself
  7. Letting Go

Of the seven leadering activities I have identified that potential leaders can undertake in their development, achieving balance and blend may be the hardest, especially because something like finding balance takes time, and potential leaders, when they are younger, do not typically have a lot of time to spend on doing much but what they have to do.

I like the concept of balance – the idea that we must find balance in our work and home lives. It is obviously very important to mental and emotional health that balance is struck. If we are all about work, we have pressures weighing on us from home. If we are all about home, our work life suffers. This is not rocket science.

When I heard DeWitt Jones, photographer for National Geographic talk about balance and blend, I was really taken by his words. Balance is good, but it implies a 50/50 ratio. Blend, on the other hand, leaves room for liquidity, room for dynamism, room for flow.

In any case, a leadering activity that will truly assist potential leaders is finding the balance and blend they will need to have in their own leadership life. As they progress toward leadership positions, discovering when enough-is-enough in terms of work, taking time out for recreation and family and fun, setting appropriate boundaries for themselves and in consultation with their employers is leadering at its best. Learning from those experiences will make them stronger leaders when they assume those kinds of positions.

When I was conducting interviews for the high school at which I worked, I would ask candidates how they would say “no” to me when I asked them to do too much. It was a difficult question, I bet, and many likely thought it was a trick question. I do not, frankly, remember, in all the interviews I did, anyone knocking that question out of the park, but I asked it for a reason. I wanted candidates to know that it is okay to say “that’s too much, I have a life” beyond the job.

Leaders who exemplify balance and blend in their own lives illustrate to those they lead that having balance and blend is not only okay, it is desirable. It is critical.

Find the balance. Find the blend. Use your leadering to help you do so.

EduQuote of the Week: March 20 – 26, 2017

What I do for my work is exactly what I would do if nobody paid me.

– Gretchen Rubin

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Teach & Serve II, No. 32 – Leadering: Exercising Authority Appropriately

Teach & Serve II, No. 32 – Leadering: Exercising Authority Appropriately

March 15, 2017

Leading from authority can get a bad rap and that is because many leaders use this mode as their primary one. When leaders exercise authority inappropriately or too frequently, positive results are rare. This does not mean that leaders should completely resist leading with authority. That, too, would be a problem.

Over the course of the next few weeks, Teach & Serve will be discussing “leadering” activities.  In essence, these are the critical steps, as I see them, that individuals take as they become leaders. These are the universal gates through which they pass. These are their shared signposts they come across.

These are the things leaders do as they go about “leadering?”

  1. Knowing Oneself
  2. Identifying Weaknesses before Celebrating Strengths
  3. Honing Communication Skills
  4. Exercising Authority Appropriately
  5. Achieving Balance and Blend
  6. Humbling Oneself
  7. Letting Go

In my reading about leadership, I tend to gravitate towards those writers and researchers who begin with the premise that a leader can operate out of many different places, that a leader can be collaborative, consultative, authoritative and so forth, in any given circumstance. But, those writers who most appeal to me lean towards (or fully embrace) the idea that leading from authority is the mode in which leaders ought to act most infrequently. There are better ways to lead.

I agree with this. However, in every leadership journey, there are times when a leader must act from a position of authority. The leader, without much consultation or collaboration, must decide or act quickly and confidently. The leader must keep a counsel of one – herself – and move forward. If one is a teacher, administrator or leader long enough, the opportunity (perhaps a better word here might be necessity) to act from authority will arise. How leaders handle these necessities illustrates much about how they view leadership overall.

Good teachers, leaders and administrators know how to appropriately exercise authority.

To become facile at using authority, one must practice doing so.

As potential leaders engage in leadering, they must consider when and how to lead from authority. To discern which situations call for authoritative leadership and to be ready to act in that manner, potential leaders can and should reflect on what they see around them.

When taking on positions of leadership and acting in them, teachers and administrators can visualize the ramifications of their decisions before they make them. What are the results of making a particular decision authoritatively versus utilizing another manner of leadership? What are the effects on those being led? This type of analysis can be invaluable in leadering. It can and should yield great insight.

Additionally, there are examples in our professional lives of when those who lead us have acted authoritatively. How did those scenarios play out? What might have happened if the leader had confronted them with a different style of leadership?

An important leadering activity in this area is discussion. When a situation has played out, a potential leader who talks with the players involved, who asks the principal or teacher or administrator why they acted from authority and what the results of that action were can learn much about how he or she will lead.

Leading from authority can get a bad rap and that is because many leaders use this mode as their primary one. When leaders exercise authority inappropriately or too frequently, positive results are rare. This does not mean that leaders should completely resist leading with authority. That, too, would be a problem. Rather, in leadering, potential leaders should note when leading from authority is the exact right way to proceed. Realizing that exercising authority appropriately is good leadership is another important piece of leadering.

 

EduQuote of the Week: March 13 – 19, 2017

The things we fear most in organizations – fluctuations, disturbances, imbalances – are the primary sources of creativity

– Margaret Wheatley

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Teach & Serve II, No. 31 – Leadering: Honing Communication Skills

Teach & Serve II, No. 31 – Leadering: Honing Communication Skills

March 8, 2017

It is difficult to overestimate how important communication skills are for a leader. A leader who is an effective communicator has such an advantage over a leader who is an ineffective one.

Over the course of the next few weeks, Teach & Serve will be discussing “leadering” activities.  In essence, these are the critical steps, as I see them, that individuals take as they become leaders. These are the universal gates through which they pass. These are their shared signposts they come across. These are the things leaders do as they go about “leadering.”

  1. Knowing Oneself
  2. Identifying Weaknesses before Celebrating Strengths
  3. HONING COMMUNICATION SKILLS
  4. Exercising Authority Appropriately
  5. Achieving Balance and Blend
  6. Humbling Oneself
  7. Letting Go

It is difficult to overestimate how important communication skills are for a leader. A leader who is an effective communicator has such an advantage over a leader who is an ineffective one. Those leaders who write and speak with purpose and clarity are much more likely to inspire their students and staffs than those who cannot. Deciding whether one is a good or bad communicator should be one of the primary goals of any team interview candidates for leadership positions. Hiring leaders and teachers who are not solid communicators is a recipe for trouble. It is not that these people cannot lead, it is that they will not lead as effectively as those who can communicate well.

Honing communication skills is very much leadering. Those who wish to be leaders can seek out and embrace opportunities to develop this ability. Certainly, there are those who have talent for writing and a predilection for public speaking. There are those who are in their wheelhouse when they are in front of a computer, pecking away at their phone, addressing a crowd. However, everyone who aspires to lead – to administrate or teach – can and should engage in leadering around honing their communication skills.

Seek out opportunities to address large groups of people. Look to take over the department or school twitter account for a period of time. Develop a professional blog. Develop a personal one for that matter. Apply to be a presenter at a professional development conference. Write and publish articles.

COMMUNICATE.

The more one speaks in public, the easier the task becomes and clearer communication follows. The more one writes for precision and purpose, the better the result.

Leaders must be able to effectively and clearly communicate. Teachers, likewise, must be able to convey what they mean in what they write and what they say.

Take advantage of leadering opportunities that will allow you to become an excellent communicator. You will need them when you are in leadership positions.

EduQuote of the Week: March 6 – 12, 2017

Leadership is a series of behaviors rather than a role for heroes.  

Margaret Wheatley

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