The 5C's of Effective 21st Century Leadership
How many times have you heard someone describe their educational leader (e.g., superintendent, principal, director) as a true visionary--someone who is able to envision a bold plan to improve student achievement, reinvigorate a dormant curriculum, or sustain 21st Century learning environments, yet is unable to execute on that vision? Though creating a vision for instructional change or renewal at the campus or district level is laudable, the inability to cultivate that vision for success into a viable plan of action can lead to staff discontent, apathy, and, worse yet, passive resistance to the entire change process. LoTi Project School principals who are able to cultivate a climate of change against perceived environmental barriers (e.g., NCLB, standardized tests, staff resistance) possess that intangible attribute of a true instructional leader that cannot be taught in a graduate course.
Courage represents the ability to "stand for principle" in the face of mounting pressure to find quick-fix solutions (e.g., extensive test prep exercises, over-reliance on drill and practice activities) for long-term problems. In schools today, no one can escape the inevitable "high-stakes" test given annually each spring to measure what students know in targeted grade levels and content areas. Possessing the ability to challenge conventional wisdom and focus on what research (as well as what your "gut instincts") tells you works best for students academically (e.g., higher order thinking, student engagement, authentic problem-solving, differentiated instruction, cooperative learning) defines the courage level of instructional leaders. Acting courageously simply means applying one's convictions to a problem or challenge regardless of outside pressures. Successful LoTi Project Schools are led by leaders with courage.
Top-flight LoTi Project School administrators are able to exercise their creative instincts to find solutions to problems. Where others see barriers, they see opportunities. Think about those building administrators whom you have known personally, read about in a periodical, or viewed on a DVD who were able in a relatively short period of time to increase student attendance, reduce violence on campus, improve school climate for both staff and students, and raise test scores. Many of us have met these individuals and watched them as they steered their way through obstacles and against overwhelming odds as well as naysayers who said that it could not be done. These individuals are able to exercise their creativity with a large dosage of personal initiative to implement their vision for success.
In the movie, The Patriot, Mel Gibson's character was reminded continually by his oldest son (played by Heath Ledger) to "stay the course" as it relates to the larger mission of defeating the British during the Revolutionary War rather than give up or focus energy on personal vendettas. Successful LoTi Project School principals are able to stay committed as it relates to the implementation of their action plans even when the popular decision would be to acquiesce to special interest groups on campus or stop the process entirely. During my graduate years as an aspiring administrator at San Diego State University, I will never forget a professor, Dr. Al Moreno, who often kidded us about the definition of leadership which was to "find which way the herd is going and get out in front." True leaders do not rely on Gallup Polls to do the right thing; they "just do it."
Effective communication is the cornerstone for an effective LoTi Project School implementation. Oftentimes, staff is unsure about the school's central mission when the level of communication from the principal is reduced to a weekly email or a brief speech during a faculty meeting or via the intercom. Quality communication extends beyond the spoken or printed word. At successful LoTi Project Schools, the building leader is able to translate his/her words into action and create a consensus among all key stakeholders as to the schoolÕs mission. Though the level of communication starts with the principal, it does not stop there. Quality communication involves all participants on campus and is best manifested in clusters of professional learning communities.
Dr. Chris Moersch
