10 Traits of Effective Educational Leadership
As a teacher, principal and superintendent, I know that any school’s leadership can make all the difference when it empowers teachers and students to perform at their best.
The best educational leaders know when to take charge and steer the school in a positive direction. And my experience has been that leaders are also more likely to hit the goals they’ve set in their school improvement plans when implementing improvement science methods to solve persistent problems impacting students’ success.
Dr. Julie T. Marks from the Education Policy Initiative at Carolina (UNC-EPIC), found that Schools That Lead’s Networked Improvement Communities (NIC) is a strong model for educational innovation, effectively addressing issues such as chronic absenteeism and poor course performance in schools.
We know what it takes to transform school communities, and it starts with the right support for instructional leadership.
What Traits are Required for Educational Leadership?
All schools in the US, public and charter, have room to improve since the onset of the Covid-19 pandemic. Unfortunately, educational leadership may not realize the extent of poor morale issues in their schools and the direct correlation with student academic achievement.
A recent Gallup poll found that only 33% of teachers felt engaged in the classroom, and 16% are actively disengaged from their work. This is concerning, but partnering with a network of other educational leaders to develop a custom school improvement plan can help. With the right guidance, an effective plan of action, and a team of proven improvement science experts on your side, your school can be a community where diverse students can succeed.
So, what traits are required to be an effective educational leader? Here are ten traits for your consideration:
1. Vision to reframe school improvement
This might be the most important trait of all in educational leadership skills. Without it, other skills and attributes are not possible. School improvement is, to use a term from Michael Fullan “is a process, not an event.” School improvement comes when the collaborative learning environment understands what the true problems are down to the individual students. A strong leader engages educators to think about “what’s really going on here?” and engages them in a process of thoughtful problem-solving.
2. Empathy to create an inclusive community
A welcoming school community can only be sustained if educational leaders continuously promote inclusive educational practices. This means building a school community that is a safe space for minority, special needs, and LGBTQIA2S+ students. Schools should be a safe space for students of all backgrounds to learn and grow at their own pace, but also somewhere they can express themselves and advocate for their own needs. The best educational leaders realize the importance of individualized approaches to teaching and classroom management, despite the student’s at-home circumstances.
3. Analytical skill to use data to help the school progress
Prioritizing professional development has many benefits, but it takes more than determination and self-awareness to successfully implement a school improvement plan. You must analyze the data, which includes determining which data matters. Schools have mountains of data. I often think “data” has become a dirty word in schools because we can end up lost in it and feel as though the data is the problem! Too much is a problem.
Educational leaders must use statistics and an evidence-based approach if they are to be successful in turning a school’s performance around. The best leaders review analytical data and what's working in the bigger picture as well as deeply understand their school’s unique context. What’s a problem at a neighboring school may or may not be a problem at your school. Or you may have the same problem, but its genesis is different. We can not treat all ills with the same antibiotic. We have to analyze and diagnose each problem in the context of our school.
4. Experience to see the bigger picture
Big-picture visions are important when working towards big goals for the school. Effective educational leadership presents bold plans for realizing a school’s potential by using all the data and experience at their disposal. They are not satisfied with letting a school stagnate. Even high performing schools need to be relentless in their pursuit of improvement.
5. Great communication skills
Creating a bold vision is great, but it has to be easily communicated with other educators. Without their understanding and approval, which is always stronger when they have a voice in the vision, nothing will happen. Clear communication of goals, milestones, and the benefits of achieving the vision for staff and students helps the school community to get on board. This also means planning actionable steps determined through improvement science, with plenty of support to get it done.
6. Empowerment of teachers to take chances
Educational leadership requires trusting your team to get the job done. Allowing for self-direction empowers educators and makes them more willing to share concerns. Allow educators the chance to test out new approaches and freely ask questions about the school's improvement plan. Leaders can then facilitate improvement using internal resources rather than requiring outside influence. Testing small ideas is key to getting big things accomplished. Rolling out initiatives, not so much.
7. Advocacy, action and involvement in embedded professional learning
Effective leadership is more than providing support and creating a more detailed improvement plan. Educational leadership must also facilitate professional learning opportunities based on the needs of the students and staff in each particular school. Educators can lead new initiatives to enrich learning. In the end, context-specific professional learning strengthens the learning community and promotes further collaboration on a shared vision and mission.
8. Passion for public education
Beyond skills, educational leaders must have a passion for improving the lives of children through education. Without passion, it’s hard to champion a mission for school improvement because the plan will be seen as disingenuous. Educational leaders need infectious enthusiasm and must lead by example.
9. Open-mindedness and urgency for learning
A passionate and enthusiastic educational leader guides their school in the right direction. However, they can't be expected to have all the answers. The best education leaders know continuous learning is imperative, regardless of years of experience. Those who want to fix gaps in their knowledge, admit any shortcomings, and work to better themselves will inspire others to do the same.
10. Someone in it for the long haul
This final point is very important when creating the perfect school improvement plan for long-term growth. Educational leaders can lead meetings and create vision, but that means nothing without an unwavering commitment to the people in the school, adults and students. Educators will place their trust in their leaders when they believe those leaders will persevere. That also means being there to pick up the pieces and boost morale if Plan A falls apart. Those group experiences through adversity can only strengthen that sense of collective efficacy and community.
The Bottom Line
The role of educational leadership is pivotal in transforming a school's environment and academic success. Effective leaders possess a blend of vision, empathy, analytical skills, experience, communication prowess, a passion for education, and a commitment to long-term improvement. These traits enable them to craft and implement comprehensive school improvement plans, fostering a community of trust and mutual respect where teachers are engaged and students of all backgrounds feel included and empowered. By embracing these qualities, educational leaders can effectively address challenges such as absenteeism and a low graduation success rate, paving the way for a vibrant, inclusive, and high-performing school community.
Learn how Schools That Lead helped North Carolina educators create their own strategies for managing the students in their care and improve student outcomes, such as a greater decline in chronic student absences than the state average.
FAQS
-
Visionary thinking, empathetic inclusivity, analytical rigor, and effective communication are crucial components of educational leadership. These elements empower leaders to develop and execute improvement plans that cater to diverse educational needs, fostering environments where students and teachers alike can thrive.
-
Effective leadership catalyzes school success by setting a positive direction and inspiring high performance. Leaders who engage and motivate their staff and students can significantly enhance academic outcomes, reduce absenteeism, and improve overall school morale, as evidenced by recent educational studies.
-
To adopt Improvement Science Tools, first identify specific educational challenges through data analysis. Collaborate with stakeholders to develop hypotheses for intervention, and use a structured approach to test changes iteratively. This process begins with a clear definition of goals and measurable outcomes.
-
Leaders maintain inclusivity by promoting policies that support diversity, providing professional development on cultural competency, and facilitating open dialogues about inclusiveness. Successful strategies include personalized learning approaches and advocating for equitable resources, ensuring that all students feel respected and valued.
-
Schools can foster continuous professional development by embedding ongoing learning opportunities into their culture. This includes organizing regular workshops, encouraging peer-to-peer coaching, and leveraging latest educational technologies. Prioritizing professional growth helps educators stay current with pedagogical advances, ultimately benefiting student learning.
DANA C. DIESEL
Dana is President and CEO of Schools That Lead, Inc. She also teaches courses at Wilmington University on the use of improvement science in schools to students pursuing their doctorates in educational leadership.