Tag Archives: leadership

Leadership blindspots

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We all have them, things we don’t see, even when we are looking right at them. We all have things that, over time, we get comfortable with and accept, that we would not accept if our perspective was fresh. We even have good habits that make our team better, but which also leaves us with blindspots because we focus on the progress we are making and miss the (hidden) costs of that progress.

This leaves us with two challenges:

The first being that we don’t know what we don’t know…. We don’t see our blindspots.

The second challenge is that when a blind spot is revealed, it’s often hard to accept. There’s guilt felt in not being aware of it earlier, and there is also the realization that you’ve got to move out of your comfort zone to deal with it… or ignore it and face even more guilt.

It’s an unglamorous aspect of leadership. No one is perfect, there are always things to improve, and whether you see them or not, whether you deal with them are not, you know there are blindspots… and having to face them is not easy.

Where it all started

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Facebook reshared a ‘Blast from the past’ post with me, it was a Daily-Ink post titled, ‘I teach leadership not followship’. This title is a quote from friend, and first teaching mentor, Dave Sands. What I enjoyed most about seeing this post again was the Facebook comments on it. Here are 2 from colleagues and one from myself:

Dave MacLean:

l’ve drawn from so many experiences from our days as Lakers. Truly the environment that pushed all of us in such a healthy way. So many strong leaders with such mutual respect for each other. I would be lying if I said there weren’t days where I pang for those days of pedagogical debate and learning. Tha for the trip down memory lane. I was recently at Como for an articulation meeting and our legacies are still present in the culture 15 years later.

 

David Truss:

Dave MacLean I can’t think of a richer learning environment than what we had. I believe that more than 1/3 of the teachers we worked with in the first 5 years at Como Lake became administrators… yet it was always about collaboration not competition, and servant leadership, by staff as well as students.

 

Elaan Bauder Gudlaugson:

Dave MacLean, David Truss

Como Lake was my first experience in education that taught me about how I wanted “school” to be. The staff made all the difference.

 

I’m fortunate to have reunited with Elaan, and we have worked together again at Inquiry Hub for the last 5 years. And she’s right… the staff really does make the difference!

It’s hard not to get a bit nostalgic as I head into retirement. And this is a good thing. To this day my closest friends are still people I connected with in those early years of teaching. We knew we had something special going on. We still see former students in the community who tell us things like, “We could tell you liked each other and that you liked us.” And, “Those were the best years of school for me.”

I entered education with an inspiring group of people who were also amazing educators and leaders. We grew up together as educators and we watched our families and children grow up too. I wish every educator could find a community like this in their early years, because I know I had something special.

There is nothing wrong with being nostalgic when I can frame it as being lucky and blessed to have had the opportunities to learn and grow within the community that I got to. It paved the way to a career I can look back on with love, warmth and fondness.

____

Update: Two more posts where I share this perspective.

Transparency Versus Need To Know

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There seems to be an inverse relationship between the higher up you go in an organization and how transparent decisions are. Yet most organization claim to be striving for transparency.

“It gets complicated.”

“We can’t appear to…”

“We don’t want people thinking that…”

“We wouldn’t get buy-in if we admitted these are the reasons…”

“Our customer wouldn’t understand…”

“That wouldn’t align with our messaging…”

These are all justifications while simultaneously touting that, “We value transparency.”

No you don’t. You value being perceived as valuing transparency. But the reality is that transparency means that you admit that you were wrong. Transparency is explaining an unpopular decision because you feel it is the right decision. Transparency is not hiding the uncomfortable truth.

Sure, there are things that should only be shared on a need to know basis, but other than for respect and privacy reasons, most of those less frequently shared things would not be a secret in a truly transparent organization. And it’s not just customers but employees who would appreciate transparency, and maybe feel more valued in the process.

The lone principal

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I have been the lone administrator for my schools since September 2009. In fact, I only ever had one Vice Principal position for a year and a half before that, with a principal in the building, and so I’ve been ‘on my own’ for over 90% of my time as a school leader.

In February a vice principal was given a district level role in my building and we both learned that he was going to be my replacement when I retired at the end of this school year. While his current role did pull him out of our building a fair bit, we had regular meetings that allowed us to have time together that is almost never available with a traditional transfer of school principals. This time has been an absolute gift.

Even more than the transfer of knowledge around two programs outside of the traditional school setting, what I’ve really enjoyed is the collegial conversations and support. There are a lot of challenges to being the lone administrator in a building and to have a colleague to work with over the past few months has been very special.

To all the principals and vice principals who get to team up in a school, never forget what a privilege it is to have colleagues that you get to work with directly on a daily basis. And to all the lone administrators out there, find your people and book time to spend with them.

Besides these past few months, I also had 2 meetings a month with our principal of the adult learning centre & summer learning. She and I worked together when I first started with the online school and she was the department head.

Also, for the past few years I have had 2 other principals running completely different programs in my building. Although most day to day activities keep us apart, we still occasionally have time to connect, share, and even support each other.

I can’t express how valuable these meetings have been. Lone administrators need to seek out other lone administrators and find a reason to connect regularly. Not something ad hoc, but something scheduled. These past few months have really made me appreciate just how valuable it is to have a colleague you can really talk to and work through things with. It has been an absolute blessing to have this collegial opportunity to end my career.

Missed the point

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One of the most challenging things about being a leader is watching a simple miscommunications lead to big issues that could have easily been avoided. It’s watching people come from different points of view, all with the same objectives, all wanting the same goals, but approaching the issue believing that the end goal is something they want but others don’t. Or just failing to see a similar perspective from a vantage point other than their own.

I’ve tried to live by the mantra, ‘The meaning of your communication is the response that you get.’ …Putting the onus of responsibility on myself when my message was not received the way I intended it. Yet I too still mess up. I have to take a step back and question where my error was? And when I don’t see an error in thinking, I can still often see an error in my communication.

But ‘error’ might be too strong of a word. It might only be a mistake after the idea was shared and received. Only after an unexpected response am I able to look back and see how my words could be misunderstood, how my message could be perceived differently than expected. This is the work I try to do.

However, when the miscommunication happens before I’m involved my entrance is even more delicate. When the temperature has risen before I enter, it’s often hard to get others to see that their communication did not align with their intended message. It becomes an issue where even to suggest some responsibility for miscommunication can seem like blame, rather than a means to reach a resolution. And so my communication becomes even more challenging. If my point is missed then I’m not being supportive, I’m not helping the issue, I’m missing the point.

And if that’s the message I’m giving off, then that’s the meaning of my communication, and the undesired response is my fault. If I’m not willing to take that responsibility, then I’m not modelling what I’m expecting of others.

The benefits of a long tenure

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Last night I had my second to last PAC (Parent Advisory Council) meeting for Inquiry Hub Secondary School before I retire. I’ve had the privilege of running the school for almost 13 years. Year one of the school I was the co-founding VP, and half of a year in my principal got promoted. I’ve had the honour of running the school ever since.

At the PAC meeting I noted that in that entire time, I’ve only had two PAC presidents, both with 3 kids going through the school. This got me thinking of how rare these two stats are. It’s unusual to see a principal of a school go past 7 or 8 years, and rarer still to be approaching 13 years. The longest you will usually see a PAC President keep their position is 4 years.

Sometimes it’s good to mix things up, but there are times when you’ve got a good thing going, and it’s fantastic to stay and make things really work. I feel blessed that I’ve had that opportunity, and that I’ve been in a stable community of families that love and support what we do. It has made the journey extremely rewarding.

Who will get us there?

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Stephen Downes shared the following on LinkedIn:

“I was asked, “Please provide a brief abstract that summarises your views on the impact of AI on higher education.”

As far more than the language models that have captured the attention of the world over the last few years, artificial intelligence (AI) represents a significant increase in human capability, augmenting and sometimes exceeding our natural capacities to perceive, reason, create and remember. Ubiquitous access to these capabilities changes the definition of what it means to learn and to be educated. Skills once reserved to the domain of experts are now in the hands of everyday people, while most every discipline is devising new models, methods and pragmatics of work alongside, or teaming with, these new tools. This challenges educators along a number of fronts, impacting how they teach, what they teach, and even what it means to teach. Today’s educator in a world of AI is responsible for far more than passing along knowledge (indeed, the machine can do most of that). We will be responsible for challenging students both young and old to find new ways of seeing and creating, leading them through demonstration of dedication, resilience and passion, and modeling for them the best values of civil and social responsibility, contribution and care.

Thoughts?” ~ Stephen Downes

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Although my thoughts align with K-12 education as well as higher education, these thoughts come to me in the form of a question:

Who is going to get us there?

Who is the ‘We’ that Stephen is talking about when he says, “We will be responsible for challenging students both young and old to find new ways of seeing and creating, leading them through demonstration of dedication, resilience and passion, and modeling for them the best values of civil and social responsibility, contribution and care”?

Because I love this vision of what teaching can become, I just don’t see a clear path to take us there.

‘We’ won’t get there following the guidance of financially lucrative edu-tech business, products, and tools… their locked-in subscriptions will tout measures of success that don’t align with this vision, even when they say that they will.

‘We’ won’t get there like we did with Web2.0 tools in the late 2000’s and early 2010’s, on the backs of tech savvy educators leading the charge.

‘We’ won’t get there because of some governmental vision pushing a new AI enhanced curriculum, or even new guidelines that somehow redefine for teachers, “how they teach, what they teach, and even what it means to teach”.

I hope I’m not coming off as a pessimist. I’m excited about what’s possible. I just fear that ‘we’ aren’t going to get ‘there’ any time soon unless ‘We’ align philosophy, policy, and economic support for the transformation of schools into something different.

Short of that, I fear that ‘We’ will be having the same ‘20th century schools in a 21st century world’ conversation in another 10 years… which I’ve heard since getting into education in the late 1900’s.

Must do vs want to do

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I can tell it’s close to March break because I feel like a holiday is due. The biggest signal in my brain for this is that I can feel the shift in my thoughts move from, ‘What do I want to get done?’ Move more to, ‘What do I need to get done?’

At this point I’m wanting to efficiently and effectively get through the ‘must do’s’, checking off the tasks and responsibilities essential to do a good job. But those other things I really want to do, the special projects I created for myself, the extra tasks I envisioned getting out of the way before the break… these things are no longer feeling like priorities. They’ve been put on hold until after the break.

I’ve written a lot about the difference between leadership and management over the years, and the challenges of a principal’s role to do management well enough that there is time for true leadership. I can often express the importance of the role being about the leadership beyond the management, getting the things you want to do to lead done, and not just getting lost in the things that need to get done to run an organization.

What I haven’t admitted yet is that sometimes the energy level just isn’t there… like a few days before a two week holiday. Which also happens to be a time when you aren’t the only one looking forward to the break. And at these times the most important thing is to get what needs to be done off of your plate.

There are still ways to lead, to show gratitude and appreciation for others, and to be present with others… but at these times it’s perfectly ok to put the ‘want to do’ projects and plans on hold. What you can’t do is disconnect from the important things that still need to get done.

Come back from the holidays refreshed and ready to take on the world. But if you drop the ball on the ‘must do’s’ before the break, the catch upon return will keep you farther still from the ‘want to do’s’ you love about your job.

So, don’t feel guilty about putting those special projects on hold, but also don’t forget about all the things that you can do now to reduce the friction and workload, and prime yourself for the stuff you know you want to do when you return after the break. Manage all the tasks you can, focus on being productive, and you’ll pave the way for more inspired work when you return.

Parents as Partners

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This week we had a student IEP (Individualized Education Plan) meeting with a family. It was a meeting that really could not have gone better. It involved both parents and an advocate, myself and three teachers. From start to finish the meeting was focused on one thing: how do we work together to provide the best possible environment for their child/our student to thrive?

When everyone has the same objective, it almost always makes a meeting go well. But sometimes it’s clear that it isn’t just the objectives that are similar but also the approach, and then it’s easy for strategies to be put into place and for everyone to come out of the meeting feeling like we truly are partners working together.

Way back in 2009-10, when I was living in China and working as a principal in a foreign national school, I shared a series in my school newsletters that I called ‘Parents as Partners’. While some of the links I shared no longer work, the messages still hold true.

I started the post saying this:

“I firmly believe that “It takes a community to raise a child” and so without cooperation and communication between a school and their parent community, ‘we’ cannot fully support our children and their learning. That said, I often wonder about how we can more meaningfully engage parents in a way that they want to be engaged.”

You can head to that post to see some of the ideas I shared… and you are welcome to use anything there for yourself, editing as you see fit.

A quick road trip

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Later today I head to Kamloops for an all-day meeting tomorrow. The principals of Provincial Online Schools are meeting. We connect with the Ministry of Education in the morning, and spend the rest of the day addressing concerns and supporting each other. While there is an option to connect online, it can’t be understated how valuable it is to meet face to face occasionally.

I’ve shared this before, but it’s an important point: I have more in common with these principals than I do with all my colleagues in my school district. Online learning has different funding rules than regular schools; Different approaches to learning and support of students; Different demands at different times of the year. We also have very different needs for support, and a lot of times we look to each other for that support.

Sure, we are a group that are comfortable connecting online, and we do that often. We even have a WhatsApp group where we ask questions and support each other. But there is something really special about getting together face-to-face a few times a year. And while that meeting usually happens a bit more locally for me, it’s my turn to put some travel time in.

It will be a short, overnight trip, but it will be worth it to connect with my long distance colleagues.