“If a system does not continue to create itself, parallel systems grow up alongside and replace it. The rise of these new systems is gradual, but the collapse of the old is sudden and unforgiving, as seen through the emergence of vouchers and schools of choice.” - Dr. William Cook

The recreation, or metamorphosis, of public education starts with reimagining leadership within public education. For example, leaders who are willing to question the role of curriculum in education as we raise children in the “age of information.” Leaders who are relentless learners eager to shape the future. Leaders who live comfortably in the risk zone.

I can't help but pause for a moment and wonder about the messages we send our staff and students about what we value around success and what is worthy of celebration with the release of these accountability ratings.  I worry with the introduction of ratings again that we will miss the stories of students as we chase the almighty scores.  I worry staff will be asked to focus on the fuzzy formulas around these ratings and lose sight of their ultimate purpose.  I worry, in an effort to keep the scores up and continue this single definition of success, staff will resort to rewarding compliance and confuse test preparation with real world learning.  

The idea that students come to us empty with little to contribute and learn in all the same way at the same pace leads to educational malpractice. The notion that teachers are only good for reading scripts and affecting numbers is defamation to the profession.

Who wants to stop the factory line cycle and revolutionize this antiquated model? What if we saw students and teachers as individuals full of gifts, talents, and passions? What if we truly used these gifts to reimagine school.

“Covid presented the world the same opportunity to reimagine education.  I am worried we are pulling “the window” closed in our race back to “normal.”  I am worried we will lose even more teachers who through reflection and struggle discovered that they long for more than just survival in a career.  They long to be empowered, to thrive, to create, to inspire, to dream and to be surrounded by people who hunger for the same. The pain we are feeling in education as a result of Covid will not be eased by doing more of the same and protecting traditions that served us years ago. “

Vulnerable leaders get real about our “center.” Is our “center” about ourselves? Is it about making us look good, taking things off our plates, and bringing glory to our names and titles? Or is our “center” truly about those we serve and our obligation to ensure they are fulfilled, inspired, challenged, and valued? Is our “center” about making others important or about ensuring people know how important we are? When we have done the work to ensure our “center” is less about us and more about others, we share it every chance we get. If our “center” is one of selfish desires, we step out of leadership, figure our stuff out, and come back when we are ready to SERVE. Public education won’t survive with selfish leaders. Teachers deserve better. Students deserve better. Communities should demand more.

Vulnerable leaders prioritize humans and hearts over accomplishments and acquisitions. We believe deeply in the power and impact of those who we serve and employ. We take seriously our charge to lift them, love them, and launch them on paths that will change the trajectory of their lives as well as the path of our organizations.

To me the “Leadership Sweet Spot” is when we strike just the right balance between clear expectations, accountability, and support. This is only done through consistent and intentional feedback and communication that allows those we serve to feel all of these elements, therefore maximizing motivation, engagement, purpose, and success in their roles.

What if we challenged ourselves as leaders to stress less about the tablescapes and treats and focus more on how we want those we serve to FEEL on their day back. How do we want them to feel when they walk in, head to lunch, and leave on their first day? Wouldn’t we all desire this for our children’s teachers as well? A teacher more focused on getting into the hearts of their learners as opposed to the font on the back to school packet?

Two summers ago we spent all summer anxiously awaiting the ever changing guidance and policy requirements related to COVID-19 health mitigation protocols from our state’s education agency. The next summer we tried to interpret the legislation around “closing the COVID gaps.” These summers were not filled with opportunities to reflect, nor rest. They were spent reacting. Waiting and reacting to policies created by “those who know what’s best for kids and teachers.” In our efforts to react responsibly and swiftly to forced timelines, we over communicated with teachers who were trying to rest, reflect, and rejuvenate. Therefore, no one rested. Reflection was interrupted. Rejuvenation was robbed by fear. Fear of what now, what next.

May we use this summer to truly rest and reflect. It is the fuel of our dreams. The fuel of a vision that comes from voices of those we most value. I cannot wait to dream again.