Educational leadership calls for both knowledge and wisdom. Both are needed now, it seems, more than ever.
Ask questions that provoke thinking and reflection, get us in touch with feelings, invite insights and intuitions, and place the control of the conversation in the hands of the person answering the question.
As new leaders arrive, help them understand, deeply and quickly, what holds the district together and why "we do these things here."
Yet do we socialize students from the very beginning to be confident lifelong learners? We might not.
To assume that teachers gather in a lounge to spend time whining is to assume the leaders either ignore it, allow it, or are part of it. The insult touches us all.
What if goals were limited and crafted to invite attention to all of the four domains: work, home, community, and self?
Some of us are not built to be self-promoters or leaders of movements but these are essential for educational leaders now.
Given that listening appears to contribute to the wellbeing of the individual, the wealth of the economy, and for peace, I invite educators to think about investing in teaching listening, starting at the primary school.
Developing and sustaining a learning organization capable of growth is one of the most important jobs of school leaders.
In the midst of all the urgent and controversial, these educators have discovered that their states of mind are within their control.