In my last blog, I posed the contrast in leadership styles—push or pull—offering reasons for pushing as a means of helping teachers to achieve the school’s mission. Pushing demands accountability; the leader who insists that teachers all post on the school’s website a paragraph about how they weave the Word into their teaching will need to push until all have posted. “Please do this soon” often gets a receptive smile and a mental shrug. “I expect you will have it posted by this date” is a push…for the teachers’ and the school’s good.
Pushing has its benefits. Pulling has more.
The former president of the US Dwight Eisenhower caught the contrast between pull and push by using the analogy of string: “Pull the string, and it will follow wherever you wish. Push it, and it will go nowhere at all.” At one conference, we leaders in attendance literally tried to push a string to a goal; we wound up crumbling up the string into a wad, giggling to cover up our frustration, but we gained the goal quickly when we pulled it.
Back on the farm, I first heard it when a half-dozen neighbors were standing around waiting to begin a threshing bee, an annual rite in which famers moved from farm to farm to help each other harvest grain, sharing a communal threshing machine. In a joking tone, my dad said, “Alright, boys, it’s time to push, pull, or get out of the road.” Since then I’ve heard the phrase at the end of a tedious debate in a Christian school board room about starting a capital campaign, this time said in anger at the board’s indecisiveness. It had the tone of Nike’s “Just Do It.”
Whether to push or pull is a crucial part of leadership. Even the choice of “getting out of the road” is part of leadership. Pushing or pulling as a leader takes effort, is likely to get resistance from followers, and may lead to giving up. Just this month I heard a principal say, in the middle of criticism for pulling and pushing too much, “I think I’m going to just back off, to let things happen and save myself from the staff’s crabbing.” Teachers and parents all know the temptation of giving up disciplining their children to avoid their “I don’t like you, Mommy” or the teenager’s sassy mouth when we set limits.
“Summertime, and the livin’ is easy.” It’s in the pool or at the lake. It’s sleeping in and slowing down. For principals, teachers, and board members, it’s reflecting back and planning forward: not so easy, but slower-paced than during the school year. It’s soooo good to put balance sheets, lesson plans, and school schedules on the shelf for a few weeks. Family time is a bigger chunk of the summertime than during the “schooling” seasons.
For school leaders and boards, summer is a good time to step back to notice changes in schooling over the past decade, most of which occur in both government and religious schools. Gone is the day (except for small schools in isolated areas) of all students sitting at desks going through the same curriculum with all parents satisfied because “The school knows best.”
Whajagit? This is the title of a book about giving grades to students. The writer noted that kids, when tests are handed back, use this question with fellow students, “Hey, Nate, whajagit?” It’s still a practice in school, and at home, where parents ask at major marking times, “Whajagit?” The students who ask it the most are the ones who almost always get good grades. They ask it of students with whom they compete. An A feels even better if the respondent says, “A-.”
A sermon illustration from 40 years ago has stuck with me. The pastor had us imagine a father hearing from his son, “Dad, I’m really grateful for all the stuff you give to me. We go on fine trips. You protect me…but sometimes, Dad, I don’t quite trust you.” The pastor claimed that would devastate the father. Then came the point: “Our Father must feel that way when we say, in effect, ‘Father, I like all your good gifts, but….’”
If you are a board member, what title do you use for your main leader? Choose from the following names, each used by CSI schools: administrator, principal, head-of-school, superintendent, president, headmaster.
If you are the staff leader (I’ve never heard that as a title), how recent is the title you now have? Did you suggest to the board the title you prefer? For both boards and leaders, the current name may have little or no intentional meaning: as long as the person answers to the board, all those alternatives may seem the same. It’s akin to Juliet telling Romeo that “A rose by any other name would smell as sweet.” Who cares about the name? Continue reading
Once, to a group of principals, I described a long day at my school this way: “I dropped in bed at ten after calling two sets of frustrated parents who didn’t like the discipline I gave to their kids; that was after supervising rowdy kids at a game; that was after a faculty meeting where a dream I had caught more ice than fire; that was after a teacher evaluation session in which the teacher said: ‘You seem so rushed, you hardly listen’; and that followed my skipping my prayer time in the morning.” Continue reading
“What’s in your wallet?” The pitch in the ad is that a certain credit card ought to be in there. For principals—probably leaders of all stripes—the question might be: “What’s on your desk?” Visitors or followers can measure the value a leader puts on aspects of life by checking out that desk: “I see a Bible.” “Look at that plaque with that saying on it.” “Everything is right in place; nothing messy here.”
For principals, a viewer can grasp their principles by the sayings, the proverbs, or short, pithy quotations that hang on the walls or sit on the desks of these men and women. What’s on your desk? Some golden oldies such as “A stich in time saves nine” or “Haste makes waste”? Or perhaps the motto of former US President Truman: “If you can’t stand the heat, get out of the kitchen.”
Helen hurried out of the Christian school’s board meeting, a little cranky at spending three hours there. What fired her up tonight was the members jawing back and forth for a half-hour over whether to rent out the cafeteria on a Saturday night to a group that wouldn’t be leaving until nearly midnight.
No policy addressed the request. At the end, the board made no decision. The chair of the board advised the principal to “use his discretion.” As they walked out, Helen mumbled to another board member in frustration: “Dumb. So inefficient. Waste of time. Why can’t our principal come with a proposal with reasons?”
The head of Actual Christian School announced early this fall that he was leaving at the end of the school year. At the first board meeting after the announcement, the board chair had included an item on the agenda: “New Head of School Process.”
Even in the chit-chat before the meeting started, some board members were musing: “Can we rearrange staff and cut costs here?” “I have met a woman who leads my brother’s school; she’d be a good fit here.” “How do we go about finding a new leader? Put an ad out there?”