Honesty

When assessing how to best lead a school, it is very easy to become engulfed with the different areas that are ever-present and stressful.  Data driven decision making, SAGE scores, instructional leadership, organizational and programmatic efficacy, and connecting with the community.  While all of these items are of importance, an experience I recently had revealed that simple practices can really assist in succeeding and meeting the demands of school leadership.  Interestingly, both practices that I want to discuss revolve around honesty.

I see changing the culture of a school to be one of the most monumental undertakings that a school leader can encounter.  Whether the changes be in instruction, programs, systems, or any other educational support, there will likely be ample resistance.  Instilling a culture of honesty to allow for open and truthful conversations to occur is imperative for progress to be made in schools.  This can look like talking with longstanding teachers about struggling achievement data, system effectiveness, or even the use of funds and the resulting outcomes.  Having a leadership priority where honesty is a core value of the administration and school is invaluable.  I appreciate the leaders that I have worked under that have modeled how honesty, as corny as this sounds, is really the best policy.

In addition to creating a school culture and value of honesty, a component of good leadership is the ability to be honest with yourself.  The willingness to identify points of improvement, failing or struggling practices, or even to change ways of thinking can all assist in helping students succeed.  Moreover, it can help in supporting faculty and staff in being honest with themselves as well.  With many accreditation, foundations, programs, and titles requiring self-assessment, the willingness to identify where improvement can be made, even if it includes your own practices, is needed.  Ultimately, the students will be the benefactors and that is the most important focus.

I appreciate the honest conversations with leaders, peers, and others that I have had.  As much of a hit to my ego as it may have initially been, I realize that the long term benefit will be the students, faculty, and stakeholders that I will work with.  Regular self-review and assessment will be a practice that I will continue to do personally and hope to inspire others to do as well.  With this momentum, I hope to create a culture within my school where honest and open conversations can occur.