How do we turn a school vision into reality?
By Elliot Morgan @MorgsEd
Traditionally, school leadership was equated almost exclusively with the role of the headteacher. However, the days where leadership simply performed administrative and management duties are long gone. The emergence of different leadership models has led to widespread institutional change, moving away from a singular figure to a more distributed influence model. Distributed leadership is synonymous with collaboration and democratic action; it recognises that leadership responsibility is a shared pursuit. Consequently, middle and senior leaders have now taken on responsibilities that would be somewhat unfamiliar to their predecessors of decades past.
This transition away from a singular, authoritative figure has prompted a decline in individualist leadership theories. It has become abundantly clear that educational leadership is an organisational quality, not an individual attribute. Now, it is the responsibility of middle and senior leaders to enhance learning through their leadership, ensuring every child meets their potential.
In order to do this, there must first be a school vision. All leadership theory recognises the necessity for leaders to have a vision, whether it be based on schoolwide issues, isolated to a single subject, or for a specific key stage. Though, if leaders simply adopt a directive stance they are unlikely to gain trust or support for the vision. Colleagues may do what is asked of them, but they may do it begrudgingly and without the requisite commitment. So, how do you ensure you gather the support and commitment of your colleagues to the vision for the school?
Well, the answer is rather obvious and simple – visions should be forged by all, not by one. If you have not already, steer away from the notion that leadership is dependent on an individual inspiring others to follow their vision. This bias ignores the impact and influence that non-leadership staff can have on those who lead. Influence is a reciprocal concept – it doesn’t flow solely from leader to staff.
Visions should be formulated through discussion and collaboration. They should be a culmination of ideas from those who have to implement them and an intended product of the aforementioned reciprocal process. To be effective in the modern school context, leadership must be invitational in nature, where emphasis is placed on a ‘doing-with’ relationship, rather than a ‘doing-to’. If leaders are inauthentic in their approach, they run the risk of being seen as someone who manipulates others and uses them as a means to their own self-satisfying ends. Leaders must transcend their own self-interest for the benefit of the school.
By creating a vision that is shared, we are demonstrating to our colleagues that their individual contributions are recognised by the school. Every person and their contribution is valued; nothing is more important in leadership than respect. Where such respect is evident, so too is enhanced commitment to the vision. Shared visions also engender a sense of shared responsibility. This is something that is not achieved through a traditional, top-down approach of ‘what I say goes’.
Building this sense of a shared vision encourages the notion that your school is a professional learning community, not a hierarchy. If a vision is formed and disseminated by an individual alone, it is possible that the group's understanding of that vision may falter and render it likely to fall short. Any incongruity between a co-ordinated strategy and its implementation will likely lead to failure.
Once the shared vision is established, it is the leader’s responsibility to lead by example, demonstrating consistency and commitment to the vision for others to follow. Through these examples, staff has something tangible with which they can compare their actions, discerning whether they are acting in the desired manner or not. Indeed, this is particularly beneficial for newly-qualified teachers and teachers who are new to a school.
In addition to this, leaders should be ‘close-by’ leaders, where they are in regular discussion with stakeholders of the vision. Not only does this help to monitor the progress of the vision, but it helps to maintain the belief in shared responsibility and reminds staff that their opinion matters. Leaders are more likely to be valued for their openness and their consideration of others when they use a close-by approach. Daily interaction may not be viable in bigger schools, but leaders should endeavour to stay in regular contact with stakeholders throughout the implementation of the vision.
Taking this collaborative approach to building a school vision has many potential benefits for those implementing it: greater job satisfaction; an increased sense of self-actualisation; increased motivation; and improved performance. It is clear to see that such an approach can help to bring the best out in others and build organisational trust. Time to stop ‘doing-to’ and start ‘doing-with’.
Elliot has been teaching for 7 years. He is an Evidence Lead in Education, a facilitator of the Early Career Framework for Teach First and a SATs marker. Follow him @MorgsEd