School Leadership: Challenges and Responsibilities

I am lucky to work with and study school leaders in many countries through 1:1 coaching, group facilitation, and various research projects – and what an incredible time it is to be a school leader. While there are many common challenges, there are also tremendous opportunities to overcome them while still managing personal wellbeing. I will be talking about the current leadership landscape in Rome at the ESHA Biennial and thought it might be helpful to acknowledge some of the most prevalent concerns I see globally.

Adapting to Technology and AI Integration

Leaders must oversee the integration of these technologies, balancing the benefits of educational innovation and personalised learning with concerns about data privacy and safeguarding, and training in responsible tech usage for students and teachers alike. We must also ensure that all students have equal access to technology, especially in underserved communities. Changes are occurring rapidly, and it is our job to navigate these changes.

Mental Health and Wellbeing of Students and Staff

COVID-19 pandemic repercussions, combined with ongoing societal stressors, have led to an increase in mental health challenges for students and staff. School leaders are tasked with prioritizing, destigmatising, and delivering mental health support alongside high-quality education. A focus on environments that promote staff wellbeing, workload management, and supportive work culture can help limit burnout – but how do we do that given other pressures?

Teacher Recruitment, Retention, and Development

Many regions globally are experiencing teacher shortages, especially in STEM, special education, and bilingual education. Complex recruitment issues aside, continuous support is needed to retain existing staff and help them adapt to new technologies and teaching methods. How do we provide opportunities for existing staff to develop personally and professionally while preparing them for future leadership roles?

Addressing Equity and Inclusivity

Despite efforts to address disparities, achievement gaps based on race, socioeconomic status, and learning ability remain widespread. Additionally, a growing body of research into ADHD and autism, alongside COVID-19 closures, mean more students than ever are reporting neurodiversity and additional learning needs – and school leaders may not have the financial or professional resources to meet them.

Financial Sustainability

Many schools are facing tight budgets, requiring school leaders to find creative ways to fund educational programs, upgrade technology, and invest in professional development without compromising on quality. How can we balance the increased demands with decreased funding?

There are, of course, many other issues of concern to school leaders but these are the ones I’ve found to be most common in my work in schools around the world. Pleasingly, what is also common is that those I work with are almost universally interested in creating the kinds of leadership teams that can solve these challenges. Some of the key insights gleaned from school leadership research that we work through includes a few reminders:

1. Leadership matters

It is second only to classroom instruction in influence on student learning. Your leadership directly impacts students reading and math scores and can also lead to improved pupil attendance, improved teacher satisfaction, improved working conditions and retention of school staff.

2. Practical solutions matter

Leadership ideas are of limited use if they are not reflected in practice. The best school leaders need to be practical leaders as well as thought leaders. Theory is important, but effective implementation even more so.

3. Intentionality matters

In analysing over 300 case studies from more than 20 countries, Leithwood and colleagues (2008, 2020) found that most successful leaders do the following: set clear direction for the schools; build relationships and develop people; adopt processes to support desired practices; improve the instructional program. These practices are all intentional; founded in good data about their school.

How does one begin setting direction?
What data is most important to make to find those practical solutions? How can I build better relationships? What is critical for my instructional program? We will be addressing these questions, and other challenges highlighted above in Rome in October. I will rely on the latest research, and real-world examples from the schools and leaders I work with globally, to provide practical steps to ensure your school can meet these challenges and thrive.

I will leave you with this quote:

It is not the teachers, or the central office people, or the university people who are really causing schools to be the way they are or changing the way they might be. It is whoever lives in the leader’s office.

Barth, 1976

I look forward to seeing you in Rome.