I have written many times in the past about my affinity for movies. I love movies. Big movies. Small movies. Genre movies. All kinds of movies. And I love all star casts, the kinds of casts that leave an audience asking “how did they get all of those people to do this?” You know the kind of movie I am talking about. These are the types of films where the actors’ last names on the poster are enough to drive excitement about the movie.

I am thinking of the Ocean’s Eleven casts or the Avengers Endgame roster or, more recently, the Oppenheimer actors. Watching great artists energized by other great artists is amazing and a great cast can take mediocre material and make it soar. 

I have recently joined a new cast. I have taken a new position and am the principal of a wonderful high school and I am so blessed and lucky to have this role. In the weeks after I got the job, I did my best to familiarize myself with my new colleagues’ names and positions, developing and working through tabbed spreadsheets so that I could hasten my learning curve. 

This seems to me to be a great cast. 

I know my job. It is to empower them to be an all-star cast.

Good leaders enable those around them to be an all-star cast. Like excellent directors, good leaders put people in positions to work together in cooperation. Good leaders inspire people to combine their strengths, to deemphasize their weaknesses and to work towards shared and clearly articulated goals.

A cast is a team and those of us in education have been put on teams time and again in our work: teams that complete projects, teams that choose textbooks, teams that plan curriculum. Call them committees or departments or working groups or whatever else you wish to. We have all served on them.

When we are on the team, we are in the cast. 

I have been a bit player, a featured performer, a lead character. I have experienced casts working well and succeeding. I have experienced casts clashing painfully and failing. 

What’s the difference? How does a cast go from a cast to an all-star cast?

I am not sure it always comes down to the composition of the group. I think that is lazy thinking and lazy leading. As I am new in my role, I have thought about this more than a little. I have always been wary of leaders who come into a situation and say “when I get my people in place, things are really going to work.” What about making things work with the people already there, with the cast already on its marks?

Good leaders work with casts learning their strengths and weaknesses. Good leaders learn who their actors are and how to position them for success. They coordinate the blocking, clarify roles (including their own), and bring up the curtain. They support. They encourage. They direct. 

Is the metaphor too strained? How about this, then: I believe good leaders put people in positions for success, places where that play to strengths and deemphasize weakness. I believe good leaders structure the roles, responsibilities and tasks of their committees, advisory groups, departments cognizant of the makeup of the groups and understanding that one of the primary roles of the leader is to help people succeed. I believe good leaders create organizations of people within their communities who work together not only because they have to but sometimes because they want to.

They know their cast.

And they know how to empower them to be an all-star cast.

May I be so lucky to do so in my new role…

Schools operate within hierarchical systems, where each individual, regardless of their role, is part of a structured chain of command. Teachers report to department chairs, department chairs to assistant principals, principals to presidents, and so on, creating a clear organizational structure. This is a familiar reality for those working in educational settings, as we find ourselves fitting into established organizational charts. Our position within this hierarchy should influence not only how we lead but also how we follow.

Effective leadership – consultative, collaborative, or directive – rests on an expectation of being followed. However, even the most skilled leaders encounter challenges in the real world, where conflicts, friction, or unintended confusion may arise. No process, system, or leader is flawless, and not every endeavor unfolds as intended.

Competent leaders, on the journey to becoming exceptional leaders, possess the ability to navigate these challenges, restoring faith and trust in the process. Yet, the success of this restoration hinges significantly on the willingness of our followers to grant leaders their attention, respect, and good will. The reservoir of faith and trust built over time directly correlates with the effectiveness of our leadership.

Crucially, our followership, how we respond to those above us on the organizational chart, reveals much about our potential as leaders. When those in higher positions make mistakes or exhibit behavior that falls short, how do we, as educational leaders, react? Do we presume good will, attentively listen to explanations, and give the benefit of the doubt? Are we willing to reflect on our own role in the situation? Do we actively seek resolution and positive outcomes, or do we succumb to persistent complaining, gossip, or venting?

As educational leaders, our approach to modeling followership is as vital as our leadership style. By demonstrating patience, understanding, and a commitment to constructive resolution, we not only contribute to a healthier organizational culture but also inspire a positive cycle of leadership and followership. In navigating the challenges of hierarchical structures, we showcase not only our leadership skills but also our capacity to be effective followers, fostering a culture of respect, collaboration, and growth within the educational community.

Throughout my life, and particularly in recent weeks, I have found myself reflecting on the many opportunities, both personal and professional, that I have been fortunate to experience. Most have nudged me out of my comfort zones, prompting me to leave behind familiar places and routines and to venture into the unknown. Naturally, such changes bring along fears – the fear of uncertainty, the fear of taking risks, and the fear of an unknown future.

The wisest person I know, my wife, has shared a valuable insight: gratitude and fear are utterly incompatible. 

Gratitude operates as a potent force, swinging open the door to positivity and fulfillment. In stark contrast, fear has a tendency to shut that very door, weaving a web of negativity and apprehension. 

Gratitude is not a passive sentiment; it is a conscious choice. It involves actively and profoundly acknowledging the positive aspects of life, recognizing the goodness that persists even in the face of challenges. It extends to appreciating the gifts with which God has blessed us. By practicing gratitude, our focus shifts from what is lacking to what is given, fostering a sense of contentment and satisfaction.

Fear is often triggered by perceived threats or uncertainties. While a certain level of fear can be a natural response to genuine dangers, it becomes detrimental when it infiltrates our daily thoughts, disrupting our ability to appreciate life’s positive aspects. Unnecessary anxiety forms a barrier that hinders us from fully embracing the present moment, making it nearly impossible to recognize and appreciate the blessings we have received.

Gratitude and fear operate on opposing wavelengths. Gratitude opens the door to joy and abundance, whereas fear firmly closes those very doors. Actively cultivating gratitude empowers us to break free fear and embrace a more positive life. Gratitude not only allows us to appreciate the present but also encourages us to welcome the future with optimism.

My wife is a very smart person.