Unique Leadership Challenge

This post inspired by a quote taken from my Superintendent at a meeting earlier today –

Educational leadership is a unique challenge. The education system does not fit the traditional business model where increased performance in and of itself leads to a tangible benefit for the employee. In business successful performance by an employee generally leads to financial benefit and organizational power. The system may be set-up in a manner where increased performance has a causal impact on earnings (commission) or in a manner which increased performance has a correlative impact on earnings (promotion, stock options, etc.). Either way – the better the employee performs the more rewards they reap.

In education this is not the case. In many instances, the better a teacher performs the more auxiliary duties they may be assigned. Some may perceive this as the better they perform the more burden they must carry. This may be true -- when looking to start a new program or initiative leaders do not generally look at their average employees for support and to pilot a program . They save that distinction (and extra work) for their best and brightest.

There is simply no tangible, external motivator that exists in education. This is why being an educational leader is so challenging. As leaders, we are the outside stimulus that can lead to dramatic change. We are the ‘lever’ that can lead to increased personal awareness and effectiveness. We are able to provide the tools necessary to help people reach their capacity. Our challenge is immense, but so is our potential impact. Lead change starting today!!

Comments

[Irvin scott]

Thanks for sharing. For the most part, I agree with this. However, the bigger question is what do we do about it. How do we shift market forces in a way that recognizes, celebrates, compensate our best educators, starting with teachers? I thik the teacher effectiveness movement that is happening nationally provides an opportunity to move in this direction. Follow me on twitter: Iscott4

[Don Brown, D.Ed.]

Greetings from Eugene Oregon!

When an excellent teacher gets more assigned to them (and you are right, they do!) it simply makes the teacher less effective and more like the rest of the staff. Teachers are led to believe these "honor duties" are a vote of confidence from the principal, but in reality they are just taking on more responsibility. Granted, this is the pathway to becoming an administrator in some districts, but it ultimately takes time and energy away from instruction.

I always greet new programs and grant opportunities with a few questions:

1. Will this increase student learning or engagement -- as evidenced by some research?

2. Will the practice or project be sustainable over time?

3. What benefit will I get if I agree to this?

Too many times I have been the one that takes up the challenge, only to see the rest of the staff remaining as before. And this is not due to my lack of effort or the administrator's good intent: things that are not implemented systematically for the long term cannot last.

Choose wisely! Think of the long term...use research data.