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I really like this question. As a systems leader, this is an issue that I struggle with everyday. David Hopkins, “Every School a Great School, Realizing the potential of system leadership” refers to Jim Collins book, “Good to Great”. What really resonates with me is the phase “good is the enemy of the great…we have too many complacent and coasting schools.” (p. 7) To move from good to great, I believe that we need to build system leadership. Principals need to believe in the collective good for all schools, and that it is every person’s moral responsibility and imperative to own and be responsible for every student’s success in all schools. It is the collective ownership which will help move good to great schools. Principals move, leadership changes and with this movement comes change. However, if there is the focus on the moral purpose that we collectively own each school and are responsible for the success of every child, good schools can be great schools. Sounds great, but the challenge is how do we begin to think and act like this? What should this sound like? Can great principals set aside their personal biases to focus on the collective good for all schools? It is not about “my school” but “our schools”. This is a huge paradigm shift for educational leaders. Sustainable greatness means schools collectively sharing of best practices in hub-like networks so that collectively all schools move towards a common goal of enhancing student success for all students. It is about all schools and their leaders participating in the teaching and learning cycle, sharing practice, moderation of student work and collaborative sharing in discourse. If you have great ideas and strategies how this would work, please share, I am willing to learn.

A great question! If we believe that signifcant change requires 3-5 years of intensive effort—-is it possible to sustain the effort when so many leadership changes take place in our schools on such a frequent basis. If so, how can we insure that the process of change continues when the leadership personality moves to another position? I would like to participate in this discussion. Do any of you have any suggestions?

Great question Dr. Calzi. I wonder the same thing. All the research I have read indicates that it takes 3-5 years to truly see the impact of initiatives. This is of particular interest to me as I am leaving my school after only being the VP for 2 years. I worry about the sustainability of the changes I have seen thus far. I am hoping that through mentorship with the newly appointed VP that things will continue to move along. I will do a bit more reading and thinking on this for our discussion on Saturday.

Hi Karen,

Super question! I believe that in today’s changing environment, leaders need a concrete guideline to help them meet new challenges and to update standards and assessments such as The No Child Left Behind Act. These new regulations and laws pertain not only to accountability issues, testing methods and assessment, teacher certification requirements, and safety in schools, but serve to update pre-existing methods in leadership skills. I believe that those in leadership roles need to develop skills to successfully adopt new techniques that are vital when dealing with provincial requirements and enacting new laws that pertain to education. In their book, Nancy Langley and Mark Jacobs, provide a detailed and comprehensive look at theories of leadership styles and behaviours and present the reader with five characteristics that enable a rookie or veteran leader to become proficient and effective in their role and bring their schools to “greatness”. They incorporate real life stories and examples, and demonstrate how to bring about change and be a successful leader utilizing these five traits: (1) insight; (2) interpersonal skills; (3) self-growth; (4) flexibility; and (5) keeping in touch with the community.

Great point Sonya! If leaders work from the same framework and put their own style on things, hopefully change will sustain and perhaps even improve. This could be the optimistic side of me shining through. Thanks for responding.

Hi Kovenden, I too will hop on the bus, and say that I really like the way this question was worded, and believe it is a wonderful one for discussion. In the forum of a school, you’re correct in saying that there are so many different aspects that are constantly modified and altered. While this can sometimes be discouraging for a school community, I believe that schools can make the move from good to sustainable greatness by teaching people to take ownership for the greatness. If everyone believes and buys into a common vision for the school, then it is relatively easy to keep the momentum going. All people on a staff have to work together and must work towards common goals. I also think that leadership must be consistent. There are some adminstators who are involved in all aspects of a school, and others, who may solely focus on the academics component. For schools to propel into greatness, leadership must be focus- specific, and all administrators must share a common vision. School greatness is not something that can be achieved amongst a few members of a school, but all people within a school community must assume responsibility. Just as children must be taught the necessary skills in order to be successful in life, so too must educators and all staff be educated and shown how to effectively carry out tasks that are meaningful for all. Schools of sustainable greatness are ones who have expectations that have been clear and consistent.

I’ve been in several very good schools, but in only one of them was a mantra of excellence becoming part of the dialogue before I was transferred out (that doesn’t sound good). It seems that being good schools was something most of the staff in all of the schools was comfortable with, but seeking greatness is something else altogether. There were definitely a few teachers here and there that strived for excellence, or even programs such as the arts and co-op programs in my current school, but I’ve never seen that on a school-wide basis.

I have seen school mission statements that staff have participated in, but I’m comfortable saying they have not translated into school-wide quests for greatness. I think part of the reason why I haven’t seen this is because some type of modesty stops us from saying we want to be great schools, better than all those around us. That should be an easy thing to change.

A quick thought on sustaining change: My current principal, just over three years at the school, is in a bit of a panic about possibly being moved in June. She has done some things, especially with instructional leadership, which seem to be making some positive changes. Her possible departure has made it more urgent for her to see that other individuals in the school have stepped into leadership positions on committees, at staff meetings, and during professional development days. She is trying to practice distributive leadership, although it does not come naturally to her. I think she is on the right track. If we could make everyone leaders imagine what we could achieve.

Sustainability will stem from the culture of the school. The Dufours talk about Professional Learning Communities as a philosophy and not as a program, initiative or meeting of people. If the school functions as a true PLC then the statement “that’s just the way things work around here” applies. Teacher collaboration, a focus on achievement, multi-layered interventions, etc. are the norm and not the exception therefore any staff member entering into the school will be swept up into this culture of continuous learning and commitment towards students. So only by developing a culture of “students first” will greatness ever be sustained.

Entry planning for administrators and efficient hiring of teaching staff are crucial in the maintenance of change. An effective entry plan and 3 way interview prior to entry will keep the change process happening. Incoming school leaders have to be taught exactly what is happening with the process, which staff need pressure and whice staff need support )and to what degree and who needs both) as well as what role the incoming administrator will play in this process should be determined as much as possible. I know all incoming administrators will want to observe but these observations can be targetted.

As for teaching staff turnover, this is a prime opportunity to fill needs within a team to keep change moving forward. Whittaker states the great principals insist on hiring great staff. If we have a particualr skill set we are liooking for in a teacher and not just qualifications, we can help sustain change by “throwing fuel on the fire” with a great hire.

Thank you for responding to my question and giving us some food for thought to consider when moving schools from good to great. Todd Whitaker says that good leaders don’t always know they are good and we must help them see they can move to great. The same could perhaps be said of schools. School leaders need to have a good sense of their school so they are aware what they need to do to continually grow. All those that responded had great insight into what we can do in our schools today to make this leap to greatness. Below is a summary of all of our thoughts….

Moral Purpose is the foundation of a great school. Schools need to have a clear and focused vision, based on ministry and board directives. Collective ownership is important whereby there is a shift of thinking from “my school”, to “our school”. All staff become responsible for all students so that no child is essentially left behind. A school needs to be guided by its moral purpose, not guided soley by the school leader.

Building leadership capacity is important to sustain a great school. Leadership needs to be developed and shared in order for change initiatives to sustain long after the administrator moves on. To do this, teachers need an opportunity to share best practices and engage in teacher moderation. The PLC model that many schools have embraced needs to be a philosophy, not merely an initiative.

When hiring of teachers is possible, it is important to consider candidates that possess a greatness and will fuel greatness within the school. A great leader has a deep insight into their school, strong interpersonal skills to lead staff and connect with the community, displays self reflective skills to continue to grow as a leader and be flexible as needs arise.

I remain optimisitic that all schools can grow and that a move from good to great or sustaining greatness is feasible, possible and worth the journey.