Photo: Members of the Columbus City Schools, OH Equity Centered Pipeline Initiative (ECPI) at Stanford’s d.school.

In the heart of Silicon Valley, the Stanford University School of Design, commonly known as the Stanford d.school, has been a beacon of innovation and creativity in the field of design thinking. Beyond its primary role in higher education, the d.school has made significant strides in influencing K-12 education, particularly in empowering school leaders to reimagine and transform their approaches to learning. Recently, I had an opportunity to participate in a professional learning experience at the d.school in support of my consultancy work with the Wallace Foundation. This blog post explores the d.school’s work with K-12 school leaders, highlighting its impact on fostering innovative educational environments.

The Essence of Design Thinking in Education

The d.school’s philosophy centers around design thinking, a problem-solving approach that encourages deep empathy, ideation, prototyping, and testing. This methodology has proven to be highly effective in addressing complex problems across various industries, including education. By integrating design thinking into K-12 leadership, the d.school aims to cultivate environments where creativity and innovation flourish, directly benefiting students’ learning experiences.

Empowering School Leaders

One of the key initiatives of the d.school in the K-12 sector is its professional development programs for school leaders. These programs are meticulously designed to equip educators with the tools and mindsets necessary to lead change within their schools. Participants are exposed to the fundamentals of design thinking and are provided with opportunities to apply these principles to real-world challenges facing their educational communities.

Through workshops, seminars, and collaborative projects, school leaders learn to empathize with their students, faculty, and communities to better understand their needs and aspirations. They engage in ideation sessions to brainstorm innovative solutions to complex educational challenges, prototype their ideas, and test them within their school environments. This hands-on approach not only enhances their problem-solving skills but also fosters a culture of experimentation and adaptability among staff and students alike.

Transformative Projects and Outcomes

The collaboration between the d.school and K-12 school leaders has led to transformative projects that have reshaped learning environments and educational practices. For instance, some schools have redesigned their physical spaces to promote collaborative learning, incorporating flexible furniture and technology that facilitate interactive and personalized learning experiences. Others have developed new curricular approaches that prioritize student-centered learning, critical thinking, and real-world problem-solving.

Moreover, the d.school’s emphasis on empathy has encouraged school leaders to involve students, parents, and teachers in the decision-making process, creating a more inclusive and supportive educational community. This participatory approach has not only improved student engagement and achievement but also fostered a sense of belonging and ownership among all stakeholders.

The Road Ahead

The Stanford d.school’s work with K-12 school leaders is a testament to the transformative power of design thinking in education. By championing innovation, empathy, and collaboration, the d.school is helping to prepare the next generation of learners for the complexities of the future. As this partnership between design thinking and educational leadership continues to evolve, it holds the promise of unlocking unprecedented opportunities for growth, creativity, and excellence in schools across the globe.

In conclusion, the Stanford d.school’s impact on K-12 education is a shining example of how design thinking can be leveraged to create more engaging, inclusive, and innovative learning environments. As school leaders continue to embrace these principles, the future of education looks increasingly bright, promising a world where every student has the opportunity to thrive.

The year 2023 has been a watershed moment for Ingram Consulting LLC in the realm of PK-12 education. Our focus has primarily been on tackling principal pipeline challenges, enhancing summer and out-of-school time (OST) learning, and expanding college access opportunities for disadvantaged students and their families. These areas have been crucial in shaping the educational landscape and in preparing school system leaders for the future.

Principal Pipeline Challenges

One of the critical areas of our work this past year has been addressing the challenges in the principal pipeline of school systems. The shortage of qualified school leaders, exacerbated by the pandemic, has been a pressing issue. In our work with the Wallace Foundation Equity Centered Pipeline Initiative (ECPI), we’ve collaborated with leaders in Columbus City Schools, OH and their community partners to help develop a robust principal pipeline system. This work focuses not only on recruiting talent but also on nurturing aspiring leaders to step into leadership roles with an equity lens unapologetically. The research is clear and compelling, principal pipelines where strategic actions and policies are reinforced by one another (alignment), and covering a range of actions districts can take to develop and support school leadership (comprehensive), have a cascading positive effect on teacher retention and student outcomes.

Enhancing Summer and Out-of-School Time Learning

Also, our work with the Council of Chief State School Officers (CCSSO) through their State Summer Learning Network in partnership with the National Summer Learning Association (NSLA) and support from the Wallace Foundation, supported seven state education agencies in their commitment to moving summer programming beyond remediation and credit recovery to engage more children and youth and community partners to boost academic achievement, social and emotional learning goals, and influence teaching and learning throughout the year. We’ve helped states and community organizations create programs that cater to a wide range of interests – from STEM to the arts – ensuring that learning continues beyond the classroom.

Expanding College Access Opportunities

Another significant area of our work has been in expanding college access, especially for underserved communities. Ingram Consulting LLC has been instrumental in developing partnerships between PK-12 systems and higher education institutions in collaboration with the National Council of Community and Education Partnerships (NCCEP), a Washington, DC non-profit. These collaborations have led to the strengthening of college prep programing, mentorship initiatives, and building the leadership capacity of district administrators and college access professionals. Our focus has been on not just academic programing for secondary students but also on building the social and emotional skills necessary for leaders and practitioners.

Supporting PK-12 School System Leaders

Supporting school system leaders through these challenges and opportunities has been a cornerstone of our work. We’ve provided consultancy services that range from strategic planning and team building to change management. Our consultancy, professional learning opportunities and coaching have been well-received, offering leaders the tools and insights needed to navigate the complexities of modern education.

Looking Ahead

As we look to 2024, Ingram Consulting LLC remains committed to driving innovation and excellence in the PK-12 educational space. We will continue to focus on developing leaders, enhancing learning opportunities, and striving to ensure that every student has access to quality education and a path to college and career readiness.

In conclusion, 2023 has been a year of significant achievements and learning. We are proud to have contributed to shaping a more dynamic and equitable educational landscape and are excited about the opportunities that lie ahead.

Thank you for being a part of our journey, and we look forward to continuing our partnership in the coming year. Here’s to a successful and impactful 2024!

Gratitude, a fundamental human emotion, plays a pivotal role in the realm of educational leadership. In a profession often beset by challenges and high expectations, cultivating a culture of gratitude can have transformative effects on both leaders and those they guide.

The Power of Gratitude in Shaping School Culture

At its core, gratitude in educational leadership is about recognizing and appreciating the efforts and contributions of all stakeholders in the educational ecosystem. When leaders actively express gratitude, they foster a positive school culture. This culture becomes characterized by mutual respect, increased collaboration, and a sense of belonging among staff and students. Research has shown that a positive school culture directly correlates with improved student outcomes, making gratitude not just a nice-to-have, but a crucial element in successful educational environments.

Boosting Teacher Morale and Motivation

Teachers, the backbone of any educational institution, often face high levels of stress and burnout. A leadership approach grounded in gratitude can significantly impact their morale and motivation. By acknowledging their hard work, resilience, and dedication, leaders can boost teachers’ sense of self-worth and job satisfaction. This acknowledgment doesn’t always have to be grand gestures; even simple acts of appreciation can have profound effects. This, in turn, leads to higher levels of engagement in the classroom, benefiting students’ learning experiences.

Impact on Student Achievement and Well-being

Students are keen observers of the interactions and dynamics around them. When they see a culture of gratitude modeled by their leaders, it not only enhances their own feelings of being valued but also teaches them the importance of appreciation and respect for others. Grateful leadership can contribute to a more supportive and encouraging learning environment, which is conducive to higher levels of academic achievement and overall student well-being.

Building Resilient and Compassionate Leaders

Finally, gratitude in educational leadership is not just about outward expression but also about self-reflection and personal growth. Leaders who practice gratitude are more likely to develop resilience in the face of challenges. They become models of compassion and empathy, qualities that are essential in shaping the next generation of learners and leaders.

In short, the integration of gratitude into educational leadership is more than a mere emotional gesture; it’s a strategic approach that has far-reaching implications for school culture, teacher empowerment, student success, and the development of compassionate future leaders. By embedding gratitude into their leadership practices, educators can create a ripple effect of positivity and success throughout the educational landscape.

“Gratitude is the ability to experience life as a gift. It liberates us from the prison of self-preoccupation.” – John Ortberg

The United States is home to approximately 16.2 million veterans, or about 6.2% of the nation’s adult population, according to the 2022 Census data and American Community Survey estimates. Veterans Day is a celebration to honor America’s military veterans who served in times of war and peace for their patriotism, love of country, willingness to serve and sacrifice for the common good, and pays tribute to all veterans, living or dead.

This day is etched in the heart of the American calendar, not merely as a holiday but as a sacred moment to honor the courage, sacrifice, and unwavering commitment of the men and women who have donned the nation’s uniform to protect the ideals of freedom and democracy. It is also an opportune time to reflect on the profound principles of servant leadership that many veterans embody and to recognize how these principles can illuminate paths in our own lives and communities.

Servant leadership, a term coined by Robert K. Greenleaf in the 1970s, emphasizes the role of a leader as a servant first, someone who shares power, puts the needs of others first, and helps people develop and perform as highly as possible. It is not just a strategy, but a philosophy that veterans live out in both service to the nation and quiet acts of service in daily life.

Veterans Day invites us to ponder the essence of service. The parallels between the dedication of our servicemen and women and the tenets of servant leadership are striking. Each veteran’s story is a unique tapestry woven with threads of duty, resilience, and a profound desire to contribute to a cause greater than themselves. They lead by example, inspiring not through words but through actions that ripple across communities, generations, and indeed, the fabric of the nation.

This ethos of servant leadership is not confined to the rigors of military service; it extends into civilian life. Veterans often continue their legacy of service by engaging in community service, education, healthcare, public safety, and various other sectors, channeling their skills and experiences to uplift and empower others.

As we honor our veterans, let us also commit to practicing servant leadership in our spheres of influence. Let us listen actively, foster a culture of growth, and drive positive change. Whether in our families, workplaces, or broader communities, each of us can embody the servant leader’s heart by prioritizing the well-being and development of those around us over self-interest.

Veterans Day is more than a pause for gratitude; it is a clarion call to action—a reminder that the torch of service is in our hands, and we must carry it forward with the same steadfast dedication exemplified by our veterans. It’s a testament to the fact that the most profound leadership is not about how much control we wield, but about how much we empower others to achieve their potential.

As the nation reflects on the valor and sacrifices of its veterans, let’s embrace the spirit of servant leadership. Let’s be leaders who selflessly serve for the common good, and in doing so, honor the legacy of those who served us all.

“As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them.” – John F. Kennedy

I had the opportunity to participate in the Council of the Great City Schools (CGCS) 67th Annual Fall Conference (Oct 25-29) in the beautiful and vibrant city of San Diego, CA. Education professionals, policymakers, and industry experts gathered to engage in meaningful discussions, share innovative practices, and explore the latest trends in urban education. The conference served as a vital platform for over 1,500 attendees to connect, learn, and work collectively toward the common goal of improving educational outcomes for students in our nation’s largest urban school districts.

This year’s conference theme, “Sailing Into the Future of Education,” reflects the aspirations of CGCS and emphasized the importance of collaboration and solidarity in facing the myriad challenges that urban schools districts encounter. The conference offered a plethora of sessions and workshops spanning various focus areas, including educational equity, innovative teaching practices, leadership development, and effective governance.

More than 200 breakout sessions were integral components of the conference, providing in-depth discussions and hands-on learning experiences. Attendees had the opportunity to delve into specific topics, exchange ideas, and gain practical tools to enhance their work in urban education. Topics ranged from addressing the achievement gap, supporting English Language Learners to developing principal pipelines, implementing technology in the classroom, and fostering socio-emotional learning.

The conference also featured a diverse group of keynote speakers who provided valuable insights and inspiration to include former U.S. Representative Liz Cheney (R-WY); Emmy Award Winning Journalist and Detroit native, Jemel Hill; and actor/playwright John Leguizamo. National Public Radio (NPR) education reporter Sequoia Carrillo moderated an all student Townhall with eight students hailing from urban school districts nationwide, delving into the urgent concerns facing students today. Renowned educators and thought leaders addressed attendees, sharing their experiences, research, and strategies to foster a more equitable and effective education system. The keynote sessions served as a powerful catalyst for reflection, dialogue and action, motivating participants to implement changes in their respective districts.

Several honorees recognized during the conference included: School board member Michael O’Neill of Boston Public Schools, honored as the 2023 Green-Garner Award recipient, the nation’s highest honor in urban education leadership recognizing an outstanding superintendent and school board member in alternating years, along with Dr. Christina Kirk, 2024 Queen Smith Award recipient from Oklahoma City Public Schools for her commitment to urban education.  But the honoree who resonated most with me was Sylvia Mendez (age 87, civil rights activist, retired nurse, and 2011 Presidential Medal of Freedom recipient) for her contributions in desegregating public schools (i.e., Mendez, et al v. Westminster School District), a 1947 federal case involving a 9-year-old girl, the first successful federal school desegregation decision in the nation shielding children of Mexican ancestry from public school segregation in California.

One of the conference’s major strengths was its ability to bring together a diverse group of individuals committed to improving urban education. The networking events and informal gatherings provided ample opportunities for attendees to connect, share experiences, and build relationships. These connections are vital in creating a supportive community and fostering collaboration beyond the conference.

As Stephen Covey, author and educator says in his most popular book, The 7 Habits of Highly Effective People, “Habit 7: Sharpening the saw means preserving and enhancing the greatest asset you have—you. It means having a balanced program for self-renewal in the four areas of your life: physical, social/emotional, mental, and spiritual.”

Last night, Oklahoma Christian University hosted an enthralling public lecture by the esteemed David Grann, author of the critically acclaimed book, “Killers of the Flower Moon: The Osage Murders and the Birth of the FBI” and soon to be released as a movie in just a few days. The event drew attendees from all over the state, eager to delve into the dark recesses of American history that Grann so painstakingly researched and illuminated in his book.

The Osage Nation, once the wealthiest people per capita in the world due to the oil beneath their land, suffered an unimaginable series of murders in the 1920s. Grann’s narrative non-fiction work sheds light on this little-known but devastating chapter of American history, revealing a tale of greed, prejudice, and a chilling conspiracy that rattled the very foundations of the emerging FBI.

Grann began his talk by expressing gratitude for the invitation to speak at such a prestigious institution. One of his pivotal themes was the importance of truth and reconciliation. He also acknowledged the sacredness of the story and the responsibility he felt in telling it. “These were not mere pages in a book, but real histories,” he reminded the audience.

The lecture encompassed not just the chilling details of the murders but also Grann’s journey in uncovering them. He recounted trips to the Osage Nation, visiting the national museum, pouring over old FBI case files, photographs, and newspaper articles, and the emotional weight of interviewing the descendants of the victims. The investigative effort taken to pen “Killers of the Flower Moon” became a tale of its own, showcasing Grann’s dedication to unveiling the truth.

What was particularly moving about the evening was the poignant connection between past atrocities and present-day issues. Grann emphasized that while the events took place almost a century ago, the repercussions of prejudice, exploitation, and corruption are still felt by indigenous communities today. He urged the audience to not just view this as a tragic piece of history but as a call to awareness and action in the present.

Grann’s lecture didn’t just restrict itself to the narrative of his book. He expanded on the larger implications, drawing connections to the broader themes of indigenous rights, corporate greed, and the role of federal agencies in protecting citizens. Highlighting the sheer scale of the conspiracy, where many local officials, businessmen, and even family members were involved in the murders and cover-ups, his account paints an alarming picture of how systemic prejudice can breed injustice.

The lecture served as a stark reminder of the tragedies that can arise from unchecked power and prejudice. Yet, amidst the somber atmosphere, there was also a message of hope – the power of truth-telling, the importance of recognizing past wrongs, and the potential for healing.

As attendees filed out of the auditorium, there was a palpable buzz, with many discussing the profound impact of the lecture. David Grann’s visit to Oklahoma Christian University not only shed light on a dark chapter of American history but also ignited a spark for change, awareness, and understanding among all who listened with an obligation to remember and learn from our past.

“Won’t it be wonderful when black history and native American history and Jewish history and all of U.S. history is taught from one book. Just U.S. history.”  Maya Angelou

October is here and as the amber leaves fall, we are once again reminded that it is National Principals Month—a month dedicated to celebrating the leaders who shape the educational journey of our nation’s most precious resource. These leaders, our beloved school principals, play an integral role in sculpting the future by guiding the present.

From the first bell of the school year to the final farewells of graduation, principals are the forefront of every school decision, ensuring that the institution runs smoothly. Their roles often go unnoticed, but their impact is undeniable. They wear many hats: they are visionaries, disciplinarians, collaborators, mentors, and above all, they are pillars of strength and guidance.

Principals often work behind the scenes, setting the tone for the school’s environment. They ensure a safe, conducive teaching and learning atmosphere for students and teachers. Their decisions and policies prioritize the welfare of the students, making sure every child, regardless of background or ability, gets an equal shot at success. They champion diversity, equity, and inclusion, ensuring that all voices are heard and valued.

But their job isn’t just about making decisions and implementing policies. It’s about connection. Every student, at some point, knows the reassurance of a principal’s nod, the weight of their advice, or the warmth of their praise. They are often the first to arrive and the last to leave, showing an unwavering commitment to the institution they serve.

Beyond administrative tasks, principals also play a pivotal role in nurturing the professional growth of teachers. Through mutual respect, teamwork, trust, and transparency, they inspire educators to reach new heights, constantly pushing the boundaries of traditional teaching methods. Their leadership is a beacon, guiding their teams towards innovation, creativity, and excellence.

In this month of appreciation, it’s essential to understand that the success stories of students are not just their own but are also reflective of the dedication and passion of their principals. Every achievement, every hurdle overcome, every dream realized—behind them all, stands a principal who believed, supported, and led.

Let’s use this month to give back to these remarkable individuals. Whether it’s a simple “Thank you” note, a gesture of appreciation, or even just taking a moment to acknowledge their hard work, let’s make sure our principals know how much they mean to us. Two that I would like to recognize from my secondary school experience are: Mr. Allan Halper, Barber Middle School in Highland Park, MI and Mr. Joe Dulin (deceased), St. Martin De Porres Catholic High School in Detroit, MI. Both men created learning environments that had a profound impact on my life’s journey.

In closing, to every principal out there—thank you. Thank you for your sleepless nights, your tireless days, and your boundless dedication. Your impact goes beyond the walls of the school and ripples out into the world, shaping future leaders, innovators, and dreams.

Happy National Principals Month! Here’s to all the school leaders who are making a difference in the lives of students and their families, teachers, and the communities they serve.

September is National School Attendance Awareness Month. Exacerbated by COVID, chronic absenteeism remains persistently high and has reportedly more than doubled since the start of the pandemic, from 8 million to an estimated 16 million students nationwide. Chronic absenteeism represents lost instructional time for students and has obvious consequences. Teacher effectiveness is the strongest school-related determinant of student success, but chronic absenteeism diminishes even the best teacher’s ability to bring about student success.

The concept of truancy and chronic absenteeism are often used interchangeably but signify different aspects of student absenteeism, thus necessitating distinct solutions for school system leaders. Truancy refers to unexcused absences without the knowledge or permission of parents and school authorities. Chronic absenteeism, however, encompasses both excused and unexcused absences, referring to a student missing a significant amount of school days, typically 10% or more in an academic year.

Truancy usually involves students deliberately skipping school, often without parental knowledge. It’s not just playing hooky; truancy can be indicative of underlying issues such as academic struggles, school phobia, or family problems. Truant behavior can lead to academic decline, decreased graduation rates, and increased risk of involvement in the juvenile justice system.

Solutions for Truancy

Early Identification and intervention: School system leaders should implement systems to identify truant students early and initiate interventions to address the root causes of the behavior.

Mentorship Programs: Pairing truant students with mentors can provide them with the guidance and support they need to overcome challenges and stay engaged in school.

Parental Involvement: Involving parents as partners in addressing truancy is essential as they play a crucial role in shaping the child’s attitude towards education.

Chronic absenteeism is a broader term that includes all absences, excused or unexcused, and it indicates a student is missing a substantial amount of school time. This can be due to various reasons such as long-term illness, family responsibilities, or transportation issues. Chronic absenteeism can have detrimental effects, impacting academic achievement, social-emotional development, and the likelihood of graduating. Further, research suggests that punitive actions hurt more than they help (e.g., punishing students for missing school by making them miss more school or threatening parents with legal actions).

Solutions for Chronic Absenteeism

Addressing Barriers: School system leaders need to identify and address the barriers that contribute to chronic absenteeism, such as providing transportation solutions or offering flexible scheduling for students with family responsibilities.

Health and Wellness Programs: Implementing health and wellness programs can address physical and mental health issues that contribute to extended absences.

Family Support Services: Offering support services to families facing challenges can help in reducing the rate of chronic absenteeism, ensuring that the family environment is conducive to regular school attendance.

We cannot fix what we don’t understand. Addressing truancy and chronic absenteeism requires a multi-faceted approach, involving not just educators, but also parents, community members, various support services, and city leaders to co-construct solutions. By understanding the differences between truancy and chronic absenteeism while creating problem solving partnerships, school system leaders can tailor their interventions to meet the unique needs of each student and cultivate an environment that fosters consistent attendance and academic success.

Pablo Munoz is a professional acquaintance, and we share a connection as Broad Academy Fellows, an intensive preparation program for aspiring urban superintendents.  From humble beginnings as a first-generation high school graduate, he led and successfully transformed two large New Jersey school districts, Elizabeth, and Passaic, to unprecedented success. Pablo is from a family of Puerto Rican immigrants who leveraged his baseball skills and intellect to attain degrees from Yale University (and Teachers College at Columbia) before working his way up through the most challenging educational environments in a 30-year career, 16 of which he served as a school district superintendent.

In our fast-paced world, rife with unprecedented challenges and shifting paradigms, the definition of effective leadership is constantly evolving. In his groundbreaking book: “The Leader’s Algorithm: How a Personal Theory of Action Transforms Your Life, Work, and Relationships,” Pablo Munoz provides readers with a fresh perspective on leadership, emphasizing the importance of a personal theory of action. But what does that mean, and how can this theory transform every aspect of our lives?

At its core, a personal theory of action is an individual’s set of guiding principles, beliefs, and strategies that shape one’s actions and reactions. It’s a framework, a mental model, that steers decisions in various contexts. While most people operate on an implicit personal theory of action. Pablo suggests that making it explicit and continuously refining it allows individuals to navigate the complexities of life more effectively.

Life: From Autopilot to Intentionality

Many of us, often unknowingly, cruise through life on autopilot, responding to situations based on ingrained habits. Pablo argues that by formulating an explicit personal theory of action, individuals can shift from a reactive stance to a proactive one. The shift involves self-awareness, understanding one’s values, and crafting a vision for oneself. With a solid theory in place, every challenge becomes an opportunity to learn and grow, rather than a stress-inducing event.

Work: Elevating Professional Pathways

In the realm of work, a clear personal theory of action functions like a compass. It helps leaders to not just manage but inspire. For professionals, understanding and articulating their theory can clarify career goals, enhance decision-making, and guide them in establishing a personal brand. It can also serve as a foundation for ethical decisions, ensuring that in the face of dilemmas, one’s actions align with their core values. He says, when you dream big, you inspire bold action and exhorts the power of expectations in that expectations guide actions and actions perpetuate expectations.

Relationships: Strengthening Bonds and Building Trust

Pablo highlights how a personal theory of action is not just a tool for individual growth but also for deepening relationships. When we understand our actions and reactions, we can communicate our needs, boundaries, and values more effectively. This in turn fosters understanding and builds two-way trust. Pablo posits by sharing our theories and putting the needs of others at the center of our work, it remakes the whole vision of leadership. Identifying those we serve fuels a passion to serve them well and carries through in all sorts of challenges. The passion to help others flourish will also guide us to relationships and actions that bring our vision to life.

His impetus for writing the book was to help aspiring, new, and current school administrators and to share his learning from a long career as a changemaker in educational leadership. The book also reflects a great deal of knowledge from leadership principles and materials targeted to the business world. Those big-picture insights about human nature and team development don’t usually get translated into formal training for educators.

In short, The Leader’s Algorithm is more than just a book on leadership. It’s a call to introspection and action. With its focus on self-awareness, practicality, and a holistic approach, the book offers a roadmap for how to lead with vision, high expectations, teamwork, skills, resilience, and love. Pablo’s insights will undoubtedly resonate, inspiring readers to embark on a journey of self-discovery and transformation in the realm of leadership.

As unique as a fingerprint, every leader encompasses a combination of attributes and limitations. But leaders steeped in the work of tangible change must share one common attribute – courage. As I pause to consider Oklahoma leaders, present and past, who embody the kind of courage that can change the world, Kyle Reynolds, Deborah Gist, and Keith Ballard come to mind. While the world is not ours to conquer as education leaders, I agree with Lindsay Whorton, president of the Holdsworth Center, who asserts that public schools will be a critical arena for courageous leadership and change.

When I reflect on my leadership journey, I recall triumphs and failures in courageous leadership. Courageous leadership requires cultivation and practice. As a superintendent, leading with courage required my getting out of the executive suite. It required connection, and most importantly, courageous leadership required that I showed up authentically and unapologetically.

Connection

We need community. As leaders, it is critical that we understand the need to engage with others as we go about our work. As education leaders, we rely on an organizational structure to populate our innermost circle. Quite literally, the organizational structure is a chart that defines who comprises our community and their roles within it. But the tentacles of leadership connections must extend far beyond our chiefs and executives. Courageous leadership brings with it a skill of meeting communities where they are. Stripping learned vernacular and highbrow language of the boardroom to plain, easy-to-understand language and descriptions invites ideas and perspectives that are fresh and valuable. Making these connections yourself as a leader eliminates that old game of telephone, where the original message loses integrity through varied interpretations and variations of the messengers. Closely aligned with connection is an openness to solicited and unsolicited feedback offered by your community.

Authenticity

The Harvard Business School defines authenticity as a leadership style exhibited by those with high standards of integrity, taking responsibility for their actions, and making decisions based on principle rather than short-term success. They use their inner compasses to guide their daily actions, which enables them to earn trust. For me, a personal breakthrough in this area took the form of three little words – “I don’t know.”

For years, I held the notion that as a leader I needed to have the answers to all things. Through my practice of courageous leadership, I have learned the power of “I don’t know.” Inevitably, a statement of my intention to research and learn more about what is unknown follows. It has been my experience that showing up authentically in this small way builds trust in me as a leader and cultivates a healthy work environment.

While connection and authenticity are foundational to my personal practice of courageous leadership, University of Houston research professor, author, and podcast hostBrené Brown’s work has helped me identify vulnerability, clarity of values, trust, and rising skills as the pillars of courageous practice.

Vulnerability – Brown defines vulnerability as uncertainty, risk, and emotional exposure. She says leaders exhibit courageous leadership when they are willing to be vulnerable even though it means they may fail. There is ample room for vulnerabilities in the field of public education. The dedication that educators have to their craft often lends itself to a lifetime career. It is not unusual for our dedicated educators to spend 30 or more years honing their craft. While admirable, the longevity may chip away at the sense of urgency and the openness to change that is absolutely necessary to reimagine public education. As leaders of change, we must expose ourselves to the risk of failure when we implement sweeping, innovative means of change.

Clarity of Values – The future of public education is ripe with controversy. The national debate about disparate educational outcomes and the partisan divide over Diversity, Equity, and Inclusion in K-12 education for example, have been in the news and garnered attention for quite some time. As a nation, we have just barely begun cultivating a climate for honest, constructive dialogue about the ways in which race and racism influence American education. Nothing grounds me more in this work than the immense value I place on equity in education. It is the lens through which every decision I make is evaluated. Courageous leaders are not silent about hard issues that threaten the system of public education.

Trust – Cultivating a culture of trust takes intentional and hard work and it is a long game. Transparency is the building block of trust for education leaders. It takes courage for a leader to share their inner workings with stakeholders at all levels from cabinet, faculty and staff to families and the community writ large. The effort involved includes strategic outreach, genuine collaboration, honest communication, and most importantly, demystification. People fear what they do not understand, so it is the duty of a courageous leader to help them understand and transparency is the tool.

Rising Skills – “Don’t judge me by my successes. Judge me by how many times I fell down and got back up again.” This quote by Nelson Mandela gets to the heart of courage. Courageous leadership is not about fearlessness or perfection. It is built upon a foundation of relentless dedication that embraces the unknown, the untested, and that which may seem impossible. Courageous leadership is as unique as a fingerprint, rooted in an individual’s hope and belief and the fire burning deep within them to dare greatly.

Reprinted from CCOSA Better Schools Summer 2023