Posted by:
Sally Harrison
K-12 Classroom teacher
Lynnwood, WA

Topic:
School & District Share Vision

Message:

I believe that a necessary perspective in building leadership capacity is the understanding that, while schools are the unit of change, schools are a sub-system within the district. Schools and the district need to determine a shared vision so that professional development efforts align with the work that emerges as each school and the district as a whole move toward that vision. What hinders the building of capacity is fragmentation, the "focus on the year" events that burn out those who step out as leaders in good faith and then are left hanging out there when the focus shifts yet again. So, trust which emerges from shared commitment and shared accountability for the accomplishment of the shared vision is a foundation for capacity building.

A second foundation piece in the work to build leadership capacity in the area of professional development is the development of the mental model of shared responsibility for student learning. When the premise that we are collectively responsible for the students in our care is embraced, there is the need for reflection, inquiry and problem solving with colleagues. These activities are the foundation of job-embedded professional development. Going further, when faculty embrace the learner- and learning-centered system purposes, faculty members view professional development as a vital component of the work of an educator and seek opportunities to learn. That understanding then allows each of us to welcome the information colleagues are willing to share, which increases capacity for leadership.

I believe that leadership in schools and the district must act on their responsibility for mentoring others. Leaders need to invite and support the development of others, and insure that all voices are acknowledged and valued. Leaders need to remember that, although outside consultants offer benefits at specific times during a change initiative, the only way that the work will be embedded into the school culture is through the translation of theory into practice by those closest to the students. And the way the work will be sustained over time is through professional collaboration based on each educator's construction of the meaning of the initiative. For many, that meaning is best constructed by watching colleagues work with students, by listening to colleagues who are willing to share challenges and fears, by taking risks and discussing what happened with a peer or a mentor, all examples of activities which build leadership capacity.

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