Leading through times of crisis requires artful leadership. Leading change in a global health crisis requires intentional leadership. Today, we will examine the role that educational leaders play in motivating change in others by sharing a personal narrative of leading a school through the COVID-19 pandemic. We will focus on principles from leadership author Max DePree’s work Leadership is an Art to examine how to lead in times of change.
“Leaders don't inflict pain; they bear pain.”
There has been no greater test of educational leadership than the closure of schools in March 2020 due to the COVID-19 pandemic. What was previously unimaginable suddenly became true—schools all across the country would be closing their doors to students. Most principals were provided hours’ notice of their district’s and school’s closures. They always warn you that being a principal is a lonely position, but nothing can prepare you for the loneliness of being a principal during a pandemic.
When thrust into a foreign environment and with staff looking to you for guidance, leaders must rise to the occasion. With limited time and immense pressure, leaders need to maintain focus and develop a clear vision on how to navigate the next phase together. Our role as leaders is to absorb the chaos from information being provided to us at light speed and funnel it down to a digestible and coherent level for our staff. Often, what is interpreted as resistance to change is actually an overwhelming amount of information and fear that paralyzes progress. The role of the artful leader is to bear the pain, provide a clear direction, and carve an easy path for others to follow.
“Giants see opportunities where others see trouble.”
In the spring of 2020, it was unbelievable to see how quickly Maslow’s hierarchy of needs replaced the importance of Costa’s levels of thinking and questioning in our education system. Our school’s collective purpose was simple—to ensure our students, families, and staff were cared for and successful in this transition. When the pressure of testing and state metrics were removed, it was amazing to see the resources that poured in from the state and federal government to provide more equitable access to education for all students.
In working with the district, grading policies and support systems were examined to ensure that students were not inadvertently harmed during this time. Alternatives to grading were explored on a widespread level, discussions were held on the dooming power of zeroes in gradebooks, as well as healthy debate on whether it mattered when students learned as long as they learned. Our traditional school schedules were eradicated and replaced with a block schedule, to allow for the increased mental health and well-being of students. For the first time in our district’s history, we were now 1 to 1 technology with Chromebooks and internet hotspots provided to families. Meals were provided to every school-aged child, regardless of their family income and school of residence. In the course of a few months, nearly every item was crossed off of my educational leader bucket list.
“The first responsibility of a leader is to define reality. The last is to say thank you. In between the two, the leader must become a servant and a debtor. That sums up the progress of an artful leader.”
When it came time to reopen school in the fall, it was significantly more challenging. In every state, county, city, and district, you found highly polarized views on how schools should proceed. When the ability came for schools in our county to reopen in-person, our school leaders were charged with leading their communities through the process.
The following is a personal reflection on how I navigated this process with my school community.
- Accept
- Acknowledge
- Influence
- Define
- Support
- Educate
- Appreciate
The first priority is to help your staff accept the facts and reality of the situation. Listen intently to their fears and concerns—they are very real. Allow yourself to be vulnerable with your staff. Then help them build resolve and resilience. There are elements and unknowns that are out of our control, and they need to be released. Our role is to help guide what is within our control and enlist our staff to join us on this shared purpose.
Once acceptance is reached, it’s imperative to acknowledge the hard work ahead. Directly recognize that the next phase of teaching will be the most challenging education has ever experienced. Acknowledge the unique position they are in and express gratitude to your staff for walking alongside you. Acknowledge the collective resources and strength that your staff possesses to rise to this challenge.
All throughout you have been working behind the scenes with your influencers and early adopters. You have ensured they understand and embrace the “why” behind the change and are on board to help create energy amongst your staff. They can influence and impact their colleagues in ways that we cannot. They are essential to our success in leading a large change.
Now it is time to dive into the work and collaborate with your staff on defining how it will look on your campus. Engage your school leadership team and program coordinators to lend their expert opinion. Be fully engaged in planning discussions and lend insight where applicable. Seek the input and wisdom of all involved. We all have blind spots. The more eyes and minds involved, the better the end result.
You have provided the parameters, and now it is time to empower the staff to create how it will look in their individual classrooms. Your role is to provide support and resources along the way and find your way to “yes” at every opportunity possible. Otherwise, it is time to get out of the way and let your staff build momentum. Allow their creativity to flow and encourage sharing of best practices. Instill a culture of support and collective responsibility for one another. We are in this together.
Now that the majority of your staff feels prepared to venture into the unknown with their personalized plan in place, it is time to educate the late adopters as well as the greater school community. You will find that people are more receptive to change when they can visualize it. In an effort to educate others on what the new instructional model could look like, it is beneficial to show video demonstrations and offer practical simulations. With the help of the influencers and early adopters on-site, you are now able to engage the others in constructive dialogue.
Though appreciation is listed as the last component, it is something that should be done all throughout the change process. A deep and true appreciation of all involved and acknowledgement of their incredible investment every step of the way is paramount. It is in times of crisis that leaders are forged. I have never been more proud of my staff, leadership team, and district colleagues and will be forever grateful for their partnership and camaraderie. I am deeply thankful for my community of students and parents for trusting us and walking alongside us every step of the way.
