Schools across the world are still feeling the effects of the recent global pandemic. Many of us are still looking for ways to stabilize our learning communities once again. At the same time, we are planning ahead to ensure that future interruptions are kept to a minimum. Both personally and professionally, we have seen a dramatic change in how we view what’s important to us, such as health, family, safety, and job security. We sometimes get knocked off course and struggle sometimes to find stability once again. So, during these times, how do we get back on the road we were on? Who do we seek advice from? Ourselves, past experiences, our colleagues, research? And how should school leaders manage these changes appropriately in the school setting?
A spotlight is starting to shine on a growing need that we cannot afford to ignore, the practice of adaptive leadership. As individuals and as communities, we are forced to think and act differently. Proactive leaders and schools embrace adaptive leadership as a challenge and growth opportunity rather than as an obstacle, as all facets of an organization can benefit from new ways of finding solutions to factors that we cannot control. We need to stay ahead of the game. The Council of International Schools (CIS) recently published a video series that focuses on this new facet of leadership and how schools can push through unforeseen factors to continue reaching community-wide goals and stability. Below are a few takeaways and reflections from this video series that I hope will inspire reflection within your school.
Schools are organizations in constant motion that need to be able to effectively adapt to unexpected changes. Consider how your school community has handled change in the past. Who took the lead to address the uncertainty as a first step toward finding a solution? What specific moments during the process stick out in your memory? What can be learned from these memories to help your school community handle future changes? Was there time set aside for collective reflection afterward? We don’t want to work in reactionary environments, scrambling to play catch-up. Instead, we prefer to be in proactive environments that are ready to handle any unmarked speedbump that comes their way. This sense of preparedness is addictive and can greatly influence the culture of a school community. Stakeholders are able to unite under an umbrella of confidence and organizational trust. It’s paramount that school leadership teams identify what has worked well during these previous times of change and have addressed what could be modified. Being prepared and identifying strengths can help a school community brace itself for the next change that will come.
Adaptive leadership requires leaders to see the bigger picture. This is a learned skill that takes time to truly develop, especially for new leaders. At times, the common good of the organization is achieved through a change in one’s beliefs and priorities. As uncomfortable as this may seem, there may be times when the school will be more successful going down a different path than you have been preaching, depending on the unforeseen change. There may not be a right or wrong answer. This reality check reminds us that it is ok to take our medicine sometimes for the benefit of the organization. In times of uncertainty, it is more effective for school leaders to constantly look outward to engage all stakeholders in the decision-making process to help maneuver the community through rough waters. This is more powerful than trying to act as a lone problem solver.
Adaptive leaders are able to:
- Operate with humility
- Listen well
- Have inter-cultural intelligence
- Prioritize the building of trust
- Not be afraid of change
- Anticipate change
- Be proactive
- Maximize teams instead of self
In climates of trust and confidence, school leaders will find it easier to make any changes or decisions that need to be made. Successful leaders walk the walk by creating a nurturing and positive culture, and many receive support from their teams during any time of change. However, it’s important to know that during these times, organizations may identify certain internal barriers that need attending to. There are opportunities for conflicts to arise that can slow the process of reaching desired goals, such as community members who don’t buy into the plan or those who are resistant to change. By digging into the administrator toolkit, school leaders can rely on trusting relationships and even identify staff members already on board who can slowly help to unite the entire team. Looking at the wider picture, schools functioning in adaptive environments also produce opportunities for continuous learning, a healthy culture of self-evaluation and reflection, and a consistent focus on the school’s guiding statements and beliefs.
Adaptive leaders and leadership teams lead adaptive schools. Strong leaders have a contingency plan, a “What if?” plan, to roll out when unforeseen changes arrive. It’s essential to adequately prepare for the next time we are forced to address factors out of our control. Being proactive with this approach will allow leaders and teams to, when the time comes, step back, observe, gather data/input, think, then act. Challenges test communities, but with the right mentality and plan of attack, adaptive leaders can guide schools toward continued stability and success.
Mark Dominguez 