Tag Archives: leadership

OTRK12: The Learning

I am in my second last session of the OTRK12 Conference in Mississauga.  As the twitter feed flies by me I am reflecting on how much I have learned and how much I need to share.

Here are some of my notes from this morning’s chat with John Malloy, Director, HWDSB.

@malloy_john  HWDSB Director
@malloy_john HWDSB Director

Screen shot 2013-03-27 at 1.27.23 PM

Screen shot 2013-03-27 at 1.27.32 PM

Screen shot 2013-03-27 at 1.27.48 PM

Screen shot 2013-03-27 at 1.31.01 PM

Screen shot 2013-03-27 at 1.31.08 PM

Screen shot 2013-03-27 at 1.31.14 PM

Screen shot 2013-03-27 at 1.32.28 PM

Screen shot 2013-03-27 at 1.32.37 PM

Screen shot 2013-03-27 at 1.32.44 PM

Screen shot 2013-03-27 at 1.34.02 PM

Screen shot 2013-03-27 at 1.34.08 PM

Screen shot 2013-03-27 at 1.34.15 PM

Screen shot 2013-03-27 at 1.35.48 PM

Screen shot 2013-03-27 at 1.35.57 PM

Some of the other thinking during the session:

Screen shot 2013-03-27 at 1.43.21 PM

Screen shot 2013-03-27 at 1.43.51 PM

Screen shot 2013-03-27 at 1.45.48 PM

Screen shot 2013-03-27 at 1.46.22 PM

Screen shot 2013-03-27 at 1.46.36 PM

Screen shot 2013-03-27 at 2.19.49 PM

Screen shot 2013-03-27 at 2.19.18 PM

Screen shot 2013-03-27 at 2.17.53 PM

Screen shot 2013-03-27 at 2.28.05 PM

Screen shot 2013-03-27 at 2.27.10 PM

Screen shot 2013-03-27 at 2.26.55 PM

Screen shot 2013-03-27 at 2.26.28 PM

Screen shot 2013-03-27 at 2.33.04 PM

Screen shot 2013-03-27 at 2.33.55 PM

Screen shot 2013-03-27 at 2.34.07 PM

Screen shot 2013-03-27 at 2.34.49 PM

Screen shot 2013-03-27 at 2.37.56 PM

Screen shot 2013-03-27 at 2.38.08 PM

Screen shot 2013-03-27 at 2.39.18 PM

Screen shot 2013-03-27 at 2.39.31 PM

Screen shot 2013-03-27 at 2.40.37 PM

Leader, Take a Hike

Recently, I heard a leader in education say,“If you think you are leading, and nobody is following, you are only out taking a walk”.

I really liked this at the time, but the more I think about it, the more value I see in taking a walk.  While we usually want to move forward with our co-workers in education, there are times when you need to go alone, both literally and figuratively.

Walking (running, hiking, skiing, cycling) alone is where I do most of my reflecting and thinking, away from phones, tweets and email.  It is a time that has become more and more important as the principal position becomes busier and more complex in the current Ontario education climate.

But figuratively, taking a walk on my own lets me explore and try first before sharing and leading in my school.  I need my PLN to help me learn what I need to know so that we can accomplish our school goals (explained very well here).

Taking courses, enrolling in MOOCs, speaking at conferences, learning with others, all of these “walks alone” enhance my understanding and build my capacity to meet the needs of the people I teach and learn with every day.

At times, the walks become more of a hike, or even a marathon.  While we work to thrive on the edge of chaos, competing initiatives and expectations pull us in more than one direction.  As a principal, my access to information can be restricted as rules, narrowed mandates,  and chain of command supersede the need for principals to be resourceful, resilient and creative (Hargreaves 2005).  I frequently find myself at the edge of a cliff or the base of a brick wall, choosing to take a risk or climb even higher for a teacher or student whose need to move forward is more important than protocol or politics.2009 17 Hike over T Harbour

Walking alone allows for exploration, personal fulfilment, FAILing without an audience, and rest.  Walking alone makes me better prepared to return to my school, ready to share what is new and lead to new destinations, confident they are worth travelling to.

2009 07 Lupins

Hargreaves, A. (2005). Extending educational change. (pp. 1-14). The Netherlands: Springer.

When the Principal is a Bully

*Please note that due to the personal nature of many of the responses to this post, I am no longer approving further comments.  This post has had a large number of visceral responses, which tells me this is not an isolated problem.  I hope that everyone reading this will recognize the signs and work to end this practice in schools.  I have not been bullied by a principal myself, but I am close to someone who has been, and it is gut-wrenching to see what it can do to a talented and caring educator.  

Thanks for reading.

Since International Day of Pink  this past week (April 11, 2012), bullying in schools is once again a hot topic. But what if the bullying in the school isn’t among students?

What if the biggest bully in the school is the Principal?

Many people would be surprised to hear that the teachers who spend each day working to prevent bullying among students in schools can themselves be victims of bullying in the workplace.

What does bully leadership look like?

Image shared under a Creative Commons License by Meredith Farmer

Bully leadership is authoritative.  It can be very uncomfortable.

There is the overwhelming feeling of anger. It can mean slamming doors for effect.  There can be psychological bullying, like dropping statements that cause stress for a teacher at inappropriate times.

It can mean undermining the efforts of teachers and jeopardizing their success.  It can involve threatening and abuse of power.

But do bully leaders consider themselves to be bullies?

Principal bullies often believe strongly that they are very capable leaders, and are unable to distinguish between the qualities of good leadership and bullying.

Often bully leaders believe that they are simply getting everyone on side, focusing on the current initiative.  They see success in their actions. Bully leaders get results.  And they get attention from senior management. Upper management sees the results, cheers the Bully on, holding up to others the “great results” – something all the other Principals should aspire to.

But that “success” is short-lived.  When teacher motivation rests in fear of the Principal, it is not sustainable.

How can Senior Management Recognize the Bully Principal?

It can be very difficult for Superintendents to identify a bully principal.  Bully principals don’t show their Jekyll sides outside of their school while they are focused on showcasing and taking credit for their successes.

Trustees, Directors and SO’s want to see success, and it’s easy to be blinded by a bully principal’s charm and confidence.  There is no reason to delve deeper into what is going on.

What are the signs that something is not right?

  • Good teachers are being let go and weak teachers are being brought in.  A bully principal needs teachers who can be controlled.  Teachers who stand up to them are dangerous.  Is there a school where the hiring pattern causes surprise?
  • Vulnerable teachers are doing extra work.  Look deeply into the new projects and ideas.  Are they being run by teachers whose position are in danger of termination?  Are they being pressured into taking on extra work with their job on the line?
  • A pattern of attack on an initiative.  Is an initiative consistently interrupted or questioned by a Principal?  Who is in charge of the initiative?  Is this teacher being bullied by the principal?
  • Is there a principal who is not openly welcomed to collaborate with the others principals?  Why is that? Often other principals are fully aware that someone in their midst is a bully – and they steer clear.

How does a Bully Principal affect the organization?

  • Good people leave.  Effective teachers will not stick around in this environment.
  • Senior management loses credibility when they unknowingly favour and promote the work of bullies.
  • Future leaders in the building need to take time to re-build trust, which means a longer time before issues of student achievement are addressed. Children don’t have this kind of time to waste.
  • Desperate bullied teachers may behave unprofessionally out of frustration.

Ontario has legislation that prevents bullying in the workplace, but teachers are reluctant to report when the bully is their boss.

Victims understand the power structure and the preferential treatment their “model Principal” receives from upper management, and they are afraid to complain.

Bully Principals have long-term effects on schools throughout a District.  Supervisory Officers need solid training on how to recognize when leadership has gone wrong.  Teachers need a safe method of reporting bullying, without fear of retribution.

Photo shared under a Creative Commons license by Eddie-S http://www.flickr.com/photos/13542313@N00/2500644518/

Do you have more to share on this issue?

Can you suggest solutions or sources of information?

November 2013: Here is an awesome post by Seth Godin on the cost of Bullying in the workplace: Bullying is Theft

“The end to bullying starts with a question: does senior management see the cost? Do they understand that tolerating and excusing bullying behavior is precisely what permits it to flourish?”



Those Who Can Do, Those Who Can’t Bully

A Rant About Leaders Who Are Bullies

How To Recognize a Bully Manager in Your Organization

Narcissistic Personality Disorder Leadership: Are You A Bully Leader?

Leadership or Workplace Bully?

*Update August 13, 2012 – Here is a link on workplace bullying that may be helpful for Canadian readers: http://www.theglobeandmail.com/report-on-business/careers/career-advice/life-at-work/is-your-boss-just-tough-or-a-bully/article4469548/ *