‘Do we focus on fine tuning past traditions or work implementing new innovations/processes?’
This was the sum up of a conversation I was part of with my assistant principals. As a fairly new administrative team we have pretty frequent conversations covering a variety of topics. My two APs are both in their second year and highly competent, productive administrators. They were already in place when I started. I’m very fortunate that we have parallel priorities and we all share the same top priorities: high expectations for staff and students and a focus on instruction that will be relevant and beneficial for all students.
Benefits of fine tuning past traditions
Part of our conversation focused on some recent conversations we all have had with several staff members about ‘how things have been done.’ We all can relate to these talks. As school leaders, we have to critically evaluate the value of maintaining a practice or determine is it time to abandon. With this we run the risk of alienating some stakeholders, staff, community, students, who are very invested in a tradition. On the flip side, it is a great opportunity to solidify relations with stakeholders and show everyone the value we, as school leaders, place in their feelings, concerns and past work.
Diving into innovation
Particular to this conversation, the topic of innovation not only involved instructional practice but how methods in internal processes are conducted. This includes weekly newsletters, staff call outs, lesson plan submission and a several other school functions. Changing our approach to these things will definitely be serious adjustments for several stakeholders but it makes what we do relevant. There is inherent value in bringing practices and operations into the 21st century.
My sum up involved one of my favorite takeaways from Jim Collins. I think school leaders have to maintain a widened perspective. The ‘either/or’ approach to solutions is where we marginalize stakeholders and minimize opportunities for improvement. The ‘and’ solution allows us to respect the work that has been done and needs doing. The thing that makes us uncomfortable about the ‘and’ solution is that we can’t be formulaic about implementing it. For this situation, how do we know when to put tradition above innovation or vice versa? Knowing ourselves [as leaders], knowing our schools and staff and community all play apart. Being new to my building, I try to wrap in different viewpoints that I think have unique and significant value add potential.
Balancing the approach is what helps schools move forward and ensuring we are really serving kids. It truly is my desire that everyone believe I am vested in moving forward and honoring tradition.