I have previously written that,
Good questions inform. Great questions transform.
That led to a degree of self-reflection, and in turn self criticism. The questions I had been asking of myself were challenging, practical, pertinent, though nevertheless, rarely extending beyond “good” or at best “informing.” As a direct consequence, I challenged decided that I would construct one truly great question to ask my professional myself. To transform my leadership. Despite my initial confidence, I was not swiftly successful in drafting that question. Writing a great question seems straightforward. It is not. It is all too easy to label the question as “great” though realising transformation much harder to come by. It is time to rethink tomorrow.
Then like buses, I am asked two great questions, bluntly and directly, as part of a leadership assessment. I should not be surprised. The assessment team should be well versed in testing questions. One question has transformational potential. The other, I need to find the answer to, if I am going to be appointed and lead a school. Regrettably, I can not share these questions with you as we have been asked not to. What I can share is how these questions are impacting upon my thinking.
Thinking. Being. Leading.
Thinking, both analytical and conceptual, as presented here, are somewhat technical. In contrast, a “Curiosity and Eagerness to Learn” is an embodiment of our profession. In leadership, it is being a lead leader.
Exploring “Being” is a regular pursuit. It started with sports coaching, it still explores this genre of leadership and remains a pursuit. With the aid of some trusted colleagues, it has become more introspective. I am acutely aware, that the way I see myself, is not the way others may see me. That is, in itself of value. How I use that knowledge is leadership. And with that, I acknowledge that the way others see me, should not move me too far from my own moral due north.
As the Delphian inscription implores, “be curious about that which is not my concern, while I am still in ignorance of my own self would be ridiculous.”
I know who I am. I am a proud father and husband. My father left his principled mark. Nothing is more important to me than my word. “Manners maketh the man.” I cherish the underwritten rules of competition. Though a hold my values dearly, when these values are erroneously or unfairly questioned, I can all too swiftly respond without due regard.
My parents separation left me angry and left me indebted to a handful of teachers who tolerated my petulance, Andy Sibson, Tim Whitmore and Mrs Walker. I am a proven and experienced school improvement specialist. A teaching, learning and assessment fanatic. Systematic, precise and accurate. I am an evidence based leader and believe in the judicious use of data to drive school improvement decisions from defining school priorities to planning lessons. To be clear, I do see value in the data, other than to improve the quality of teaching and to direct our investment. Persuasive, influential and communicative, I am able to hold rigorous conversations with inspectorate, senior and middle leaders surrounding school effectiveness. I can draw out the discretionary effort of colleagues and build stronger teams.
Leading
With the benefit of coaching, regular 360 reviews, I am more aware of the professional leadership style I adopt. I perceive leadership as a form of servitude, heavily influenced by my interest in coaching-leadership, especially at the college (US) level, coaching legends such as John Wooden, Dean Smith and Bear Bryant to name just a few.
A good leader creates belief—in the leader’s philosophy, in the organization, in the mission. Creating belief is difficult where a vacuum of values exist where the only thing that matters is the end result. John Wooden
Make each day your masterpiece. John Wooden
These coaches influenced my own coaching style and shaped my emerging thoughts on leadership. Moving from the accumulation and exercise of authority to putting the needs of others first and helps people develop and perform as highly as possible.
I am loyal.
I can be direct, assertive and goal orientated. I use these tendencies to ensures quality and standards are maintained. I tend to adopt a leadership style that instills a sense of urgency. I am now more aware that some of my colleagues may require more time to explore our position and urgency can sometime smother creativity. Second, I have learnt that given my sense of urgency, on occasion I need to broadly and fully understand a given situation before acting. I recognise the potential in others and develop their capacity to build more productive teams and so accomplish more. I am able to detach emotion and interpersonal issues from my thought processes. I am able to challenge “in-faculty variation and marginal performance” rigorously and constructively to support an aspirational achievement culture.
Staff well-being is a leaders key responsibility and I continually seek to explore alternatives to common practice Performance Management and hierarchical systems that erode professional trust. I have more thinking time to invest here. Being outstanding is not what gets me out of bed in the morning.
Change the lens
There remains the impact of the great question.
It may not appear significant to all, however I am considering changing the name of this blog. This blog represents many hours of self-review, reflection and record. A tool for self-improvement. It presents my belief of the importance of challenge and inspiration in education. I stand by that, however it was conceived when I was first and foremost a teacher-leader. As a school leader-teacher, maybe it is time to change the lens.
As for transformation.
Belong. Achieve. Respect.
A school where every child is known, valued, challenged and inspired.
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