Association for Supervision and Curriculum Development, 2005
Resilient School Leaders: Strategies for Turning Adversity into Achievement (2005) answers the question, “How can leaders move ahead in the face of adversity?” (p. v) through interviews with 25 leading educational leaders. Patterson and Kelleher define resiliency as “using your energy productively to emerge from adversity stronger than ever” (p. 3). There are 3 principles to resiliency: optimism, hope, and efficacy (confidence in own abilities) along with 4 stages to the resilience cycle: deteriorating, adapting, recovering, and growing.
Individual chapters focus on the 6 strengths of resilient leaders:
1. Resilient leaders accurately assess past and current realities (filled with disruptions; need high tolerance)
2. Resilient leaders are positive about future possibilities (Optimism – focus on opportunities, not obstacles; maintain positive perspective)
3. Resilient leaders remain true to personal values (stay focus on being value-driven)
4. Resilient leaders maintain a strong sense of personal efficacy (Efficacy – recover quickly from setbacks)
5. Resilient leaders invest personal energy wisely (renew physical energy through periodic recovery time; develop emotional empathy; maintain clear mental focus and concentration)
6. Resilient leaders act on the courage of personal convictions (Hope – clear about and act on what matters most; remain courageous; acknowledge and learn from mistakes)
Being a resilient leader means making informed judgments and good decisions: “as horrible as it is...it will pass” (p. 120). We are reminded: “We all are here to improve the conditions of children. If someone starts with the ‘yes, but’ replies, my answer is that we as adults are in this system to figure out how to make the conditions over which we have control better” (p. 137).
An important application of the reading is to explicitly define and make public my Resilience Capacity, which consists of personal values, personal efficacy, and personal energy:
• Personal Values consists of core values, educational values, and program values. My core values focus on developing good citizens. The York Region DSB has for years focused on its 10 Character Education Traits: respect, responsibility, honesty, empathy, fairness, initiative, courage, integrity, perseverance, and optimism. I have resonated with the traits as these are the “end products” we want/hope/expect of our graduates. My educational values focus on student achievement and learning. Our director of education, Ken Thurston, adds well-being. It is about meeting students’ needs academically, socially, and emotionally – or educating the whole child. Equity permeates everything we do – which means giving each student what they need and what that is for each student looks differently from other students. To close the achievement gap, we must have high expectations for each and every student. Programme values focus on differentiating instruction and assessment for learning. Research shows the number 1 factor to improvement student achievement is the teacher – thus, as administrators, we are instructional leaders supporting instructional change.
• Personal efficacy consists of competence and confidence along with strong connections to others. Having been a vice-principal for 4 months, I continue to develop self-confidence and competence through achieving small successes, more challenging tasks. Fortunately, I work as a member of the administrative team so I am never alone. Before major decisions are made, I speak with my principal and vice-principal, which gives me self-confidence when others do not agree. I have been so fortunate throughout my career to have mentors guiding and supporting me through. For instance, my former principal and vice-principal took me under their wing. I find myself using similar approaches and asking myself how they would handle the situation. For instance, in meetings with parents and students, I need time to investigate and take the information, delaying decisions until informed decisions can be made. Also, what is the end goal I am striving to get at? I’m finding what people want is to be heard.
• Personal energy consists of physical fuel, emotional mastery, mental focus, and spiritual wellspring. Mind and body go hand-in-hand. Physically, I run and am training for my 8th full marathon for May 6, 2012 (Toronto Marathon). Running is a stress-reliever for me as it helps clear my mind. I just need to remind myself not to overtrain as rest and recovery are important. Emotionally, my former principal told me I have high emotional intelligence – i.e., ability to control own’s own emotions and to have empathy to others. A great quote is “to disarm opponents, not fight with them” (p. 118). As a vice-principal, it is easier for me to make informed decisions (rather than make decisions through emotions) since I mediate conflict. Mentally, I feel this is my weakness since I am a “workaholic”. I can go for hours without rest. I need to watch out for burnout as work does consume my life. Fortunately, Bud (my Chow Chow) has needs such as walks – so he helps keep me mentally focussed. A great quote: “School leaders are ‘energy creators’” (p. 115) – “to mobilize and inspire others...to persuade and influence, to put others at their ease” (p. 115). Spiritually, I am not religious.
Running blog: http://lim314159.blogspot.com
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