- Consider the Word ‘Respect’ - January 7, 2018
- Watch from the Balcony, Lead on the Floor - April 10, 2017
- 38 Days a Teacher: Leadership, Followership, and Fellowship - April 3, 2017
- Watch from the Balcony, Lead on the Floor - March 23, 2017
- OMG – My Feet are Killing Me! Back to the Classroom - December 14, 2016
- Back in School: Pre-Game - November 30, 2016
- Who Will Care for the Teachers? - April 21, 2016
- No One Wants to be ‘Managed’ - January 12, 2016
- Building Long-Term Relationships: The Puzzle of Teacher Retention - July 15, 2014
- Off-Team Blues in Middle School - June 17, 2014
School administrators spend most of their time on the dance floor, making tactical decisions; putting out fires, dealing with discipline and making sure the buses are running on time. On occasion, administrators have the opportunity to engage in professional learning. This learning is often focused on the ‘balcony view’ of leadership; strategy, rather than tactics. Much of the training and professional development for school/district leaders lacks the through-line from the balcony to the floor. “OK . . . I believe in shared leadership. I believe it is important.I want to lead my school that way . . . What steps do I take?”This learning is often focused on the ‘balcony view’ of leadership; strategy, rather than tactics. Click To Tweet
Let’s take this shared leadership scenario as an example. I once had a principal ask me how to build more of a shared leadership model in his school. Through conversation, he revealed to me that (as is typical) he had a few ‘go-to’ teachers who take on most of the school’s projects; often the most salient qualification being that they would say ‘yes’ when asked. We sat down with a list of his faculty and created a table of different skills and strengths that he would need to leverage during the school year.
Innovators – often the creators and innovators are not the right people to convey the message
Mojo – who are the teachers with the social capital to move an innovation forward?
Communicators – who do people listen to?
Technology – who can throw together a video, meme, powerpoint, newsletter without breaking a sweat.
Organizer – charts, graphs, schedules, timelines are their forte
Cheerleader – this teacher can cheer, cajole and praise without patronizing.
He kept this chart in his desk, and when he called upon teachers to take on a leadership role, or when a teacher volunteered to do so, he made a note. The categories were fluid. Teachers could be in more than one category, and, as he got to know his faculty and their strengths and interests, he was able to efficiently and effectively share leadership in the school.
The column is designed to address real-life, real-time issues facing school leaders. We hope to receive questions from professionals in the field, who are stuck in between the dance floor and the balcony, and provide practical strategies to approach their particular scenarios.
To further that end, please take the time to complete this quick survey. The results will provide the foundation for the first few weeks of columns on school leadership.