It is with deep sadness that we mourn the news of Dr. Grant Simpson’s passing. For 31 years, Dr. Simpson shared his wisdom and knowledge with TEPSA members. His column “Mistakes School Leaders Make” ran in the TEPSA News from 2009-2017. Countless principals and assistant principals were inspired, challenged, and supported, leaving an indelible mark on our lives. As a tribute to his legacy, we are honored to share some of his work that remains relevant today. “Though he is no longer with us, Dr. Simpson’s wisdom, humor, and unwavering commitment to education will continue to guide and inspire us for years to come,” TEPSA Executive Director Harley Eckhart said.
Dear Readers and Heirs through Hope:
This column began in 2009, and through the years I have reveled in delineating missteps taken and disclosed telling anecdotes that illustrate road bumps and affirm common experiences on the school leadership pathway. And while “mistakes” are negative, they rarely are career ending, and most often present opportunities for growth and skill building. Now I wish to leave you with the reverse, i.e., what effective school leaders do to keep hope alive, and I fervently pray the list has more meaning than glittering generalities and oversimplifications. Here goes!
Effective school leaders:
Learn and Tell the Stories.
Echoing the words of your president in the last issue and theme of September’s Instructional Leader, knowing the stories of students is key in making them feel both safe and valued. The same applies to your faculty, staff, parents and community. Teaching and leading through stories reveals humanity, builds a culture of closeness, and models learning from others.
Create Opportunities for Voice.
Well, duh! It’s really hard to learn about others in our world, if we don’t consciously build in “airtime.” The tyranny of routines, the endless march of meeting objectives, the realities of accountability thwart this. Caring leaders encourage and advertise creative ways to multitask, to look for opportunities/ moments in lessons to not only meet curricular demands, but also support individual expression and honor diverse views. Again, while students are always the primary focus, today’s leadership must embrace the multiple voices of your colleagues and community. It’s both a political reality and a moral obligation.
Listen/Listen/Listen.
Those important stories are just background noise, unless you make conscious acts to:
1) Make/schedule/honor time for them (even if just a few minutes), and 2) Be quiet! That’s right. If you are really listening to someone, you are NOT talking, NOT telling your own story, NOT making suggestions, NOT slapping on “fix it” bandaids. It’s really hard and takes practice, but often opens doors.
Combat Passivity.
As parents and teachers, we want our children/students to become proactive, independent learners who take responsibility for their actions and contribute to the greater good. We do not want them living at home forever. We want them to believe in their potential, to find their passion, and to act on it. Likewise, we want the same for our faculty and staff.
Unfortunately, bureaucracies enable, regulate and inculcate passivity. This leads to the hue and cry of, “We can’t do that here.” “I wish I could teach like I used to.” “I had a good thing going today, but had to stop for…” “They won’t let us…”
Having long fought this, my own responses tend to be, “Why do you believe that?” “Is what you’re wanting something good for kids and their learning?” “If ‘Yes,” then what’s keeping you from doing that?” “You are the professional here who is paid to make instructional decisions in the best interest of your students.” Admittedly, ideal professionalism is developmental and doesn’t come with the certificate, and like our students, we have to meet teachers where they are. But whether dealing with a novice who doesn’t know how to “land the plane” or problem solving with a seasoned veteran, growth doesn’t occur without conversation and reflection on practice. Effective leaders keep the professional dialogue of continuous improvement on the front burner!
Marshal and Maximize Resources.
Maybe trite, but very true. Hiring is the single most important function of leadership, matching personalities and skills to the specific needs of context. Maximizing means finding out what each individual is really good at and making sure they do lots of it. Marshaling is all about getting what they need to be their best. Then the challenge becomes knocking down barriers in the way or finding creative space (“wiggle room”) to get around them.
Acknowledge and Respond to Challenges.
These can be the almighty power of the immediate, the disrupters of your perfect To Do List, the emotional/environmental/ educational needs of your community, or short- and long-term goals. All pose different situations that require a toolbox chuck full of different skills, sure to make the job interesting. And just when you think you’ve seen and handled it all…
Any of these underscored concepts equate to a full-time job. School leadership requires them all and then some. I appreciate and applaud your commitment and contributions. I hope to have shed some light on what it takes. This column has been a wonderful privilege, a labor of love, and an effort to honor your work. It’s time for me to move on. I wish you success, fulfillment and a strong sense of knowing that your actions make a difference.
