Great teachers and great school leaders embrace the expectations of their position.
Let us begin this blog with a statement which, I admit, may or may not be true: It is harder now than ever to be an educational leader.
There may have been moments in the past, long before my blip on the timeline of the educational game, when school leaders and teachers had it harder than they do currently, but it sure seems like school leaders and teachers deal with an awful lot right now.
School leaders are held accountable for so much. They are held accountable for school culture, for the manner in which their students use social media, for the behavior of the people on their staffs, for the content of the textbooks (digital or otherwise) used in their curricula, for decisions made by politicians, for graduation rates, for college and career placements, for whether no not students get invited to other students’ parties, for what kids do after dances and proms, for how students might procure alcohol and other materials at school events, for… well, you get the picture.
While some of the above issues may appear more critical than others, please note this: I did not fabricate any of them. All of the above have been issues brought to me or to my colleagues in our work. This list could be much, much, longer.
Some of these issues are, obviously, realistic. They are the things school leaders can and should address. They are things that ought to be on the leader’s proverbial plate. Some of them, however, are unrealistic to the point of being absurd. And, yet, they find their way to the teacher or school leader’s door.
All of this kind of makes you wonder why someone would choose school leadership as a vocation. Even after more than 30 years in this profession, I do not have a satisfying answer to that particular musing. What I can say is this: great teachers and great school leaders embrace the expectations of their position.
It is not that they love every moment, or that they agree with the fact that all of these issues (and more) should come to their office doors. No. It is that they understand that these issues – any issues which occur that involve their staffs, their students, their families – are part and parcel to their work. Great leaders do not avoid this kind of responsibility. They take it on. They lean into it. They embrace it.
Schools are complex structures. Those structures involve hundreds (or thousands) of people. Those people, whether they know it or not, rely on great leadership.
Give me leaders who understand this, leaders who know that the buck (and everything else) does stop with them. Give me leaders who say: “I get it. I will take it.”
Give me leaders who embrace the expectations, realistic or not, of those they lead.