From Isolation to Collaborative Engagement: How Structured Thought Partnerships Help Educational Leaders Thrive
Richard Boerner, Graded, The American School of São Paulo & David B. Palumbo, Education Accelerated
"The role of leadership is to transform the complex situation into small pieces and prioritize them." –Carlos Ghosn
Educational leadership is often painted in broad strokes of honor and prestige. However, there is a stark reality behind the lofty-sounding titles and corner offices: many educational leaders describe their role as the loneliest in education. This sentiment resonates deeply, not only in school districts across the United States but also in universities and educational institutions worldwide.
Globally, over 100 million educators are committed to shaping future generations' minds. Yet, at the helm of these vast educational enterprises stand the superintendents, heads of schools, and university chancellors and presidents, individuals who bear immense responsibility and often find themselves in a solitary struggle. Consider this: the average tenure of a superintendent in the U.S. is a mere three years. Similarly, university presidents often face a revolving door, with an average tenure of just over six years.
Why is this role so uniquely isolating? The answers lie in the multifaceted challenges and the relentless scrutiny that come with the territory.
"Leadership and learning are indispensable to each other." –John F. Kennedy.
First, the sheer scope of their responsibilities can be overwhelming. Educational leaders are expected to be visionaries capable of setting strategic directions that align with ever-evolving educational standards and, more so, global change. They must navigate the complex interplay of educational policies, manage substantial budgets, and address the diverse needs of students, faculty, parents, and staff. The pressure to perform and produce measurable outcomes is immense.
"The most difficult thing is the decision to act, the rest is merely tenacity." –Amelia Earhart.
Moreover, the decision-making process itself can be a lonely journey. Superintendents, Heads of Schools, and University presidents often have to make tough calls that might not be popular with all stakeholders. These decisions or actions can range from closing underperforming schools to responding to political and social issues, and from addressing teacher shortage and retention challenges to ensuring equity and inclusion for all. The weight of these issues rests solely on their shoulders, and the backlash can be intense and personal.
In addition to the internal pressures, there are external factors that contribute to this loneliness. Educational leaders are frequently under the microscope of public scrutiny. Every move they make is subject to analysis and critique by parents, community members, boards, faculty, politicians, and the media. The constant spotlight can create a sense of isolation, as leaders feel they have few allies who truly understand the nuances and complexities of their role.
"To handle yourself, use your head; to handle others, use your heart." –Eleanor Roosevelt.
Statistics highlight this issue starkly. According to the American Association of School Administrators, nearly 60% of superintendents have considered leaving their positions due to the stress and loneliness associated with the job. In higher education, a survey by the American Council on Education in 2023 found that 55% of university president's plan to step down within the next five years, citing burnout, divisiveness, and isolation as significant factors.
Despite their isolation, these leaders are driven by an undeniable passion. They are dedicated to making a difference in students' lives and advancing the cause of education. However, systemic changes are essential to sustain their efforts and reduce the loneliness that shadows their roles.
Building Communities of Leaders
"The function of leadership is to produce more leaders, not more followers." –Ralph Nader.
One powerful solution lies in building robust communities of leaders. These communities can create a sense of belonging and support, reducing the isolation that so many educational leaders feel. Leaders can share insights, strategies, and challenges by dedicating time to broad or deep explorations of specific opportunities. This fosters a sense of camaraderie and also propels them away from a "firefighting" model into a more proactive, innovative mode of thinking.
When leaders engage in regular, structured dialogues, they can shift their focus from immediate crises to long-term visioning. For example, consider a cohort of superintendents dedicating a portion of their time each month to discussing innovative educational practices. This can lead to the development of new strategies that benefit individual students, entire schools, and even entire districts. Gathering together leaders with similar roles can be a valuable growth experience and help scale improvement in the schools where these individuals lead. This type of “ rising tide lifts all boats” experience is necessary. Improving learning is not proprietary, nor should it be competitive. We must create space for leaders to share, explore, and ideate on real, tangible solutions that will transform the education landscape and scale beyond their short-term needs.
However, to push on a theme a bit further and to leverage growth across the continuum of education, an even more powerful approach to bringing communities of leaders together would be to consider higher education executives exploring thought leadership with both public and private K-12 superintendents, in the same room at the same time. One tension in the ecosystem of educational innovation and collaboration is often the struggle between PK-12 and Post-Secondary structures and systems. The reality is we will all benefit from greater communication, partnership, and synergy between these systems to improve the throughline experience for learners and provide the broadest and widest pathways for student success.
Moving from Crisis Management to Innovation
Creating these communities and dedicating time to focused exploration helps leaders move from a reactive to a proactive stance. Instead of constantly putting out fires, they can spend their time thinking about how to make education better at every level. This shift not only improves educational outcomes but also reinvigorates leaders, giving them the energy and support they need to continue their vital work.
Establishing and maintaining momentum and scale are among the most challenging aspects for educational leaders. Sustaining a culture of inquiry and innovation requires consistent effort and a growth mindset. It’s not enough to simply introduce new ideas; leaders must foster an environment where continuous improvement is the norm.
Case Study: Our Think Tank Model - First Steps on a Path Forward
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To see if we could design and deliver an initiative like the one envisioned above, in the Spring of 2024, Graded - The American School of São Paulo (Graded) hosted Think Tank 2.0: Reimagining School in an Ever-Changing World, our second effort to improve and enhance our ecosystem of learning. Here, students, parents, educators, administrators, board members, industry executives, and thought leaders from around the world convened for investigative conversations into the future of schooling. The thought leaders brought expertise on advancements in neuroscience, innovative assessment models, supporting concepts of inclusion and belonging, advances in curriculum and instruction, understanding and guiding the impact and potential of emerging technologies and artificial intelligence, broader concepts of leadership and decision-making, and supporting human resources.
The school leaders in the room were given time to delve into the polemic challenges facing education, and in collaboration with others, they had time to ponder, debate, and consider solutions. This served as an accelerant for improvement and change. By its very design, it invites leaders to build community and be vulnerable about the demands and needs of their roles while allowing for space to consider…what could be, what should be, and boldly, what will be. The future role of the teacher, how time is conceptualized in schools and the influence of generative AI were just a few of the thought-provoking themes that emerged and where action began to be taken.
The Think Tank concept acknowledges that education's most complex challenges need thought space. As the world grows more complex and tomorrow’s careers are uncertain, relevance for schools means embracing characteristics such as adaptivity and agility and pushing themselves to be forward-thinking. Schools and school leaders must serve the immediate needs of their students while vigilantly monitoring the emerging trends and needs of a future workforce. Think Tank experiences foster this opportunity by committing time to collaborative thinking.
Imagine having the time and thought partners to dream as a school leader about what initiatives could be, what initiatives and efforts should be, and how to lead in making those initiatives and solutions become a reality. In our example this spring, by bringing leaders together and giving them the structure and support to work in small groups, we shared our thinking and fostered deeper relational capacity around connections and engaging in complex issues. As topics grew stronger and stronger, we strengthened connections, which resulted in a shared understanding that opened the door to tackle complex challenges in a way that reimagines school and ensures it remains relevant in our rapidly changing world.
The main takeaway wasn’t the prioritization process or the high-level solutions. The real revelation was the unwavering understanding that we need more time together as leaders to develop a global 360-degree view of the opportunities and challenges that lie ahead.
Our experience in planning, delivering, and acting on the outcomes of a Think Tank has shown both the power and the promise of an approach that brings the right people together with the right mindset and the right engagement model to drive an agenda for significant change. In São Paulo, we were able to advance an agenda to develop a roadmap of the most valuable and actionable initiatives, projects, and programs that a variety of well-informed teams can build upon. This roadmap also identified the best thinking from a global network of expert perspectives while bringing into focus an opportunity for local, personalized solutions. It was an ideal demonstration of a collective win for all participants.
"The key to successful leadership today is influence, not authority." –Ken Blanchard.
Conclusion: A commitment to connecting
"The art of communication is the language of leadership." –James Humes.
A paradox emerges in the corridors of educational power, where the weight of responsibility meets the solitude of leadership. Those at the helm of our schools and universities, who command respect and carry the torch of educational innovation, find themselves, all too often, isolated. It’s a lonely perch, despite the bustling activity around them. And to keep the wheels from “falling off” the natural solution is to “hunker down” and strengthen the silos that insulate them.
This loneliness is not merely a personal plight but a systemic challenge. The decisions made by superintendents, heads of schools, and university presidents in these silos have the impact of shaping the futures of countless students throughout their entire lives. These leaders, navigating an intricate web of policies, budgets, and stakeholder expectations, bear a burden few can fully comprehend and yet, the current structures drive further isolation rather than the ability to reach beyond their own, oftentimes self-constructed walls.
Yet, within this solitude lies an opportunity for transformation. The creation of vibrant, interconnected communities of leaders offers a path forward. By fostering spaces where educational leaders can share insights and strategies, we can shift from a model of constant crisis management to one of proactive, visionary thinking.
Consider the Think Tank initiative at Graded - The American School of São Paulo. This collaborative approach sparked a sense of camaraderie and purpose, highlighting the power of collective intelligence. All in less than 72 hours.
Imagine a world where educational leaders, instead of shouldering their burdens alone, are supported by a network of peers. Such a world would see schools transformed into hubs of creativity and forward-thinking. The entire educational landscape benefits when leaders have the time and space to reflect, discuss, and innovate.
The journey from isolation to community must be a collaborative endeavor. A concerted effort is required to build and maintain these networks. But the rewards are profound: a reinvigorated leadership capable of driving meaningful change and fostering an environment where continuous improvement is the norm.
"A leader is one who knows the way, goes the way, and shows the way." –John C. Maxwell.
In the end, the well-being and effectiveness of our educational leaders are crucial. By addressing the loneliness that shadows their roles and creating a culture of support and collaboration, we can ensure that our leaders not only endure but flourish. Their success is our shared success, ultimately paving the way for a brighter, more connected future in education.
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