Four Essential Elements of a Successful School Community: The Non-Negotiables

As I'm in the process of transitioning to a new school community, I've had numerous conversations with individuals over the past several weeks, often rooted in their speculation around what will be "different" about the students, staff and structures at my new school.

While it's true that each school context is unique and comprised of diverse needs, challenges and strengths, I would suggest that there are certain elements that form the foundation of all successful school communities.  These are what I identify as the "non-negotiables".

1. Relationships as a foundation.

Students and staff need to feel connected and cared for. In her article "If You Want Students to Learn, They Need to Feel They Belong", author Tricia Taylor highlights the importance of relationships in creating a sense of belonging in school communities.

"Cognitive scientists explain that belonging is important because when we belong, we feel safe, and a safe brain is ready to learn. On the other hand, when the amygdala, the part of the brain responsible for regulating stress, feels threatened or is on high alert, information is then blocked from freely entering areas of higher cognitive memory consolidation and storage. A safe brain allows for a growth mindset and better executive function, which means being better able to make mistakes/take academic risks; having a higher level of self-efficacy (more willing to set higher goals, etc.); and practising more self-control, which results in less conflict. We are also better able to persevere and think hard about tasks."  

2. An environment where students and staff are encouraged to learn and take risks. 

If students are the only ones who are learning, that's a problem. We need to model the same curiosity and desire to learn that we hope to instil in our students. That means taking the time both individually and as a staff to identify potential areas of growth.  In The Innovator's Mindset, George Couros talks about the need to "embrace" the "messiness" of learning. By modelling a willingness to take risks and extend our own learning, we create a culture that sees "not knowing" as an opportunity rather than as a deficit. This is a powerful example for our students.

3. A culture of collaboration. 

We're all in this together. Ultimately, we all have the same goal- to support the social, emotional and academic success of our students. An impossible feat if we attempt it on our own. But collectively, we can provide the myriad of supports and opportunities that are necessary to meet the needs of a diverse student population. This means carving out the time to connect with colleagues, families and community organizations. The success of our students is a shared responsibility. 

4. A focus on joy and positivity. 

This might seem naive to some, but in a system that tends to be more focussed on what needs to be fixed, rather than what is going well, it's important to take the time to be joyful, and celebrate our successes. 

In his book, Embracing a Culture of Joy, Dean Shareski writes the following:

"Doing joyful things might be the most important work we do. And when leadership in particular makes it clear that joy for joy's sake is important, then culture begins to change. Maybe we can be better, more humane, more just and more joyful than the real world. What a great lesson and model for our students."

The reality is that there is no one "right answer" when it comes to identifying the elements a successful school community. But I would suggest that it is essential to have the conversation. What do your parents, your students, your staff identify as their "non-negotiables"?

Leading Change: Getting it Done.

We know that meaningful, impactful change takes time. It requires thorough consultation and careful planning. Depending on the scope of the initiative, this consultation and planning stage may span the course of several months, even years.

However, there a comes a time in every initiative when it is simply time to get it done. It's been my experience that this can be one of the most challenging transitions for an organization- the point at which the abstract becomes reality and dialogue transforms to action.

Given that for most organizations a considerable amount of time (and money) has likely been invested in the consultation and planning stage, it's not difficult to understand why there might be a great deal of anxiety and uncertainty associated with the implementation stage of any significant change initiative. At the point at which implementation is on the horizon, individuals are fully invested, often on an emotional level. Again, this is understandable, even necessary. Passion and commitment are integral for the successful implementation of any initiative.

It is at this stage that I find it most necessary for decisive, courageous leadership. (I shared what I believe are the necessary attributes to lead change in one of my previous posts.) Someone has to be willing to take the leap. It is that often uncomfortable step into the unknown. It invites the possibility of failure. It's a incredibly hard step to take. No question.

But sometimes we lead change. And sometimes we need to give it a little shove. To get it done.

Leading Change

Whether you're a school based administrator, a teacher leader, or part of a district senior management team, leading in times of change is different. Leading change is significantly different than navigating change. Or simply surviving it.  The reality is that leading while maintaining the status quo doesn't involve the same complexities and challenges that are associated with moving into uncharted territory. As Captain Kirk would say, leading change means going boldly where no one has gone before... As such, I would argue that it requires a unique set of skills and abilities.

Reflecting on my own experiences and through my ongoing conversations with colleagues, the following are attributes that I believe are necessary to lead change.

1. Passion. Enthusiasm and conviction is infectious. The ability to inspire and motivate others, especially when change can involve difficult decisions, is essential. Although we need those around us to ultimately take ownership of any new direction or path, a leader's passion can spark the initial movement and momentum.

2. Transparency. Trust and open communication is integral to any organization. Individuals need to understand why change is necessary, what the intended outcome is, and how we're going to get there. They need to be partners in the process, not simply passive participants. As well, the reality is that not every initiative is successful. Leading change means admitting that we don't have all of the answers, that we make mistakes. If we have worked to foster trusting relationships with those around us, individuals will continue to support us during more difficult times.

3. Resilience. There will never be a scenario where change is embraced wholeheartedly by an entire organization. Leading change means being able to shoulder dissenting opinions and sometimes outright hostility. Sometimes described as a "thick skin", the ability to not take "personal attacks" personally is key. Leaders need to be able to maintain a calm and consistent demeanour.

4. Empathy. Change can be unsettling. It can be a time of uncertainty and flux. Even when the changes that are being implemented are leading to something better, leaders need to understand that leaving behind familiar routines and expectations can lead to anxiety, even anger in some individuals. Leaders also need to be empathetic towards those individuals who are simple unable to accept change. They can't let that halt their progress, but they can treat these individuals with patience and compassion.

5. Courage. Even with the knowledge that change is necessary to move our schools and districts forward, it can be overwhelming to face the prospect of leading during transformative times. For those of us who have experienced significant change, we know that it can be "messy". Leaders may feel the same anxiety and ambivalence as those around them. But they have the confidence and courage to embrace those feelings of uncertainty with the understanding that it means they are moving forward into new learning and growth.

One More Thing

We all get a little lost sometimes. We lose sight of our purpose, our goals. We get bogged down in the minutia of our busy days and frustrated by seemingly unending demands on our time and energy.

In education, there is always "one more thing". The latest trend, technology or curriculum change. These pressures explain why as "back to school" approaches, my teacher friends are sharing posts filled with a mixture of excitement-tinged anticipation... and anxious dread. And why at the end of June, one of my admin colleagues shared that his goal for the school year had simply been "to survive". Disheartening, perhaps. But understandable. This job can be overwhelming at times. And sometimes we can lose our way...

So as the school year begins, how can we balance our responsibility (yes, responsibility) to facilitate and embrace innovation and change, and the very real sense of fatigue and frustration that is often voiced by educators? As someone who wants to continue to support and facilitate growth in my school community and district, how can I justify adding "one more thing"?

Here's how...

Such a gift.

I ran into one of my old students today. This is a rarity for me, as I've changed schools and districts. More often than not, I send a student on their way at the end of grade 12 and I never see them again. So today was a gift. Not only because I got to see this particular student, who gave me a huge smile and an even bigger hug. But because sometimes I lose my way a little bit too. I get bogged down in the minutia of my day. I feel overwhelmed and anxious.

So with the school year about to begin, today's chance encounter was an incredible reminder of why I continue to push myself to do more. To do better. And why I continue to encourage and support my staff to take on "one more thing". Today I was reminded that I helped shape who this young man had become...

You see, every single day, we make a difference. We impact the lives of children. We help shape the future. What an incredible privilege. But with that privilege comes a responsibility. The responsibility and willingness to take on "one more thing", to embrace change, to move forward with intentionality and purpose. It can be overwhelming. And exhausting. But take a look at that young man's smile...

It is so worth it. 

So if you discover at some point this year that you have lost your way, I hope, like me, you are given this gift. This reminder of why we do what we do. And I hope that helps you to find your way back. Because our students need us. And for that reason, I will continue to do one more thing.