Coherent School Leadership by Fullan Michael;Kirtman Lyle; & Lyle Kirtman

Author:Fullan, Michael;Kirtman, Lyle; & Lyle Kirtman [Fullan, Michael & Kirtman, Lyle]
Language: eng
Format: epub
Publisher: Association for Supervision & Curriculum Development
Published: 2019-08-02T00:00:00+00:00

Reflective leaders are the most successful, but must look inwardly at themselves, their team, and their ability to manage and execute as key aspects of leadership.

Distractions to Coherence-Making: The Reactive Culture

The symptoms of reactive cultures that become distracted from coherence-making are numerous and include personality conflicts between teachers and staff, student incidents, last-minute requests for information, communication problems, sudden meetings that principals need to attend at the central office, separate uncoordinated requests from the central office to the schools, behavior problems with students, teacher absences, and so on. Every educator could add at least 5 or 10 more items to the list.

The long list of distractions also occur at the central office and includes sudden budget cuts from the state, new nonfunded mandates from the Department of Education, specific requests for reports from several school board members, community issues, problems played out in the media, and so on.

Another example of lack of management occurred when one of us was meeting with a leadership team and the principal on leadership development. The meeting time was never communicated to the team, which created schedule conflicts. Each assistant principal (AP) had a walkie-talkie so as to be able to respond to any crisis that might occur, and the principal attended the meeting for only five minutes because he had to leave suddenly because of a crisis. The crisis was that a student got sick in a classroom and the principal was paralyzed without his team to attend to the problem. The team realized that their reactive, high-stress environment was a problem. However, they said that it was a good day and that it is usually worse. This was a suburban district that was performing relatively well. A key management aspect of organization and communication was missing, which prevented the coherent leadership work needed for this school to be successful.

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