When I launched my School Leadership Mastermind for school principals and administrators back in June, I wasn’t quite sure what to expect. It was my first time running a mastermind group of any kind and, while I had participated in and gained from other masterminds, running my own would be a totally different experience. Particularly in the throes of a COVID pandemic that had put school leaders back on their heels for months.
Read MoreWhile uncertain times demand flexibility, growth mindset, and industriousness from all parties, it’s the leaders who need to create the nurturing, supportive environment for people to do their best work, while setting expectations for others to rise up to. Particularly in times of ambiguity, leaders are looked to for strength, clarity, guidance, and direction. Even when they, too, are unclear about how best to proceed and perhaps even scared, school leaders need to project feelings of confidence and calm and find ways to communicate them with others.
To lead in these conditions, start by controlling your own fear. Your people first need to believe that you’re in control of yourself if they're to have confidence that you can make smart decisions in tough times that affect others. One independent school headmaster I know made a calculated move back in March (just before the lock down) that he quickly came to regret. Apparently, some teachers had acted lackadaisically early on with their student supervision as the scope and severity of COVID was still being understood. The headmaster responded by raising his voice at a teacher meeting as a way of impressing upon his staff that COVID was serious and that children’s lives were at stake. The result was a fearful staff and an admonition from the school’s lay leadership.
Read MoreWhile uncertain times demand flexibility, growth mindset, and industriousness from all parties, it’s the leaders who need to create the nurturing, supportive environment for people to do their best work, while setting expectations for others to rise up to. Particularly in times of ambiguity, leaders are looked to for strength, clarity, guidance, and direction. Even when they, too, are unclear about how best to proceed and perhaps even scared, school leaders need to project feelings of confidence and calm and find ways to communicate them with others.
To lead in these conditions, start by controlling your own fear. Your people first need to believe that you’re in control of yourself if they're to have confidence that you can make smart decisions in tough times that affect others. One independent school headmaster I know made a calculated move back in March (just before the lock down) that he quickly came to regret. Apparently, some teachers had acted lackadaisically early on with their student supervision as the scope and severity of COVID was still being understood. The headmaster responded by raising his voice at a teacher meeting as a way of impressing upon his staff that COVID was serious and that children’s lives were at stake. The result was a fearful staff and an admonition from the school’s lay leadership.
Read MoreAs remote-work orders stretch into another month, new concerns about its long term-feasibility are being raised. Fatigue is one salient issue, but many are more concerned that continuous growth and development will stagnate in a world that lacks in-person contact.
The education industry in particular is among the most affected here in the United States, and questions about meaningful development are top of mind for teachers and educational leaders alike. How can remote learning practices be improved before students return to school? Is it still possible to improve practice as an educator while working from home?
Read MoreA critical, “non-academic” area that teachers must master is their ability to teach and support students’ social-emotional needs and development, while growing their mindset and confidence to succeed. Let’s focus on the latter, our mindsets and the role they play in our success.
In her bestselling book Mindset: The New Psychology Of Success, Stanford Professor Carol Dweck talks about people’s mindsets with regards to their ability to perform new tasks. She describes people who stay squarely in their comfort zones and others that venture well beyond them. Dweck labeled these mindsets as “fixed” and “growth,” respectively.
Read MoreOne of the big questions facing school leaders right now is what things will look like when the new school year begins. No one fully knows whether teachers and students will be able to fully or partially return to their classrooms and, even for those who can enjoy “business as usual,” the atmosphere at school is likely to be filled with uncertainty, unease, and lots of distancing.
While it can be difficult to build and maintain a learning atmosphere under such conditions, it may be even more challenging for teachers to develop the nurturing relationships that are so critical to student development, particularly after having endured so much uncertainty already in the previous half year. To expect teachers to connect with their charges and be able to support them during the formative first weeks may be too tall an order for many and could set students up for an even more challenging year.
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