A Reader Writes... Happy and Thriving - Part 1

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In response to the 9/12/12 post, “Happy and Thriving,” a long time LYSerwrites:
SC,
I have certainlyseen school leaders use poor methods when dealing with teachers that could becharacterized as fear and intimidation.  Clearly, I believe the moreappropriate method of dealing with employees is one of coaching, cooperation,and mentoring.  However, that is not to say there is no accountability onthe individual level, and sometimes those types of individual conversations cancause fear and intimidation.  In those one on one accountabilityconversations principals should keep that in mind and refocus their leadershipapproach on coaching and cooperation.
Having saidthat, I like Gilbert's article and think it has application for schools. BUT, Iwould caution novice leaders that in the end, every business must focus on thebottom line.  As a Harvard professor Gilbert surely knows it doesn'tmatter if every employee is ecstatically happy if the business is goingbankrupt.  The same is true in public education.
In schoolsour bottom line is student achievement.  Certainly I think principalsshould strive to create an environment that is positive and cooperative, but atthe same time positive and cooperative adults are useless if the needs ofchildren are not being satisfied.  If teachers are happy but are engagingin poor instructional practices, they most certainly will not be happy when aprincipal insists teachers adhere to research based best instructionalpractices.  You can be assured of that.  So I would say focus on thebottom line first while keeping an eye on the happy/thriving meter.  
If yourbottom line is bottoming out and teachers are happy, the principal has aproblem to take care of.  If the principal refuses to focus on the bottomline first and in the process (in a coaching and cooperative manner) helpteachers grow to help support the bottom line, then the superintendent has aproblem.  If the superintendent refuses to make sure principals arefocusing on the bottom line first, then the school board has a problem.  
Of course asan old school LYS principal you already know these things.  I am justattempting to put the cited article into the LYS context for those who may benew to our LYS Nation.
SC Response
What we have to remind ourselvesof is that leadership is situational. What would be the perfect practice/style in emergency and crisissituations often borders on leadership malpractice in sustaining and capacitybuilding situations. But the opposite is also true.  What is interesting is that I have observed that emergencyand crisis leaders have a better understanding of this than leaders who havealways worked where the grass is greener.
What is clear is that we must totalk to our staff, constantly.  Themore those conversations are focused on work, practices, solutions and results,the less the staff that remains will fear them. The reason why I mention “thestaff that remains,” is that there are some in our profession that abhor suchconversations and will self-select to find a campus with a principal with aless results centered leadership style.
Finally, we cannot ignore theteachings of E. Don Brown.  He reminds us that the focus of the school rests solely on the shoulderson the principal.  Only theprincipal is in a position to keep the organization student focused.  Every other group and/or position ineducation will at some point sacrifice the needs of students for a more adultcentered agenda.  That is not anindictment, it is a statement of fact. I have found that the schools that recognize this and act accordingly,seem to develop the most collegial work environments.
Think. Work.Achieve.Your turn...

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