Satisfying the purpose of leadership; ninety-five percent of the job of a school leader is thoroughly enjoyable!

Leadership, March-April, 2002 by Dave Brown

I've been asked on numerous occasions the following (usually rhetorical) question: "How can you stand to do this job?" Although this question usually comes from teachers, parents or other administrators during difficult moments or circumstances, it's been asked so often that I've developed a pat, but honest, response: "Ninety-five percent of what I do as superintendent, I thoroughly enjoy!"

The other five percent -- the tedium, frustration and disappointment -- generally occurs when programs and/or people fail, the deaths of students and close associates occur or parcel taxes are lost. The challenge of dealing with irate parents or frustrated teachers sometimes qualifies in this category.

However, more often than not, being able to facilitate reasonable and fair solutions to problems, particularly if we can create a personal touch of compassion and understanding, helps contribute to the "joy" side of the equation.

One of Ken Blanchard's favorite metaphors for successful team-building and leadership involves the "spirit of the squirrel" and worthwhile work. The squirrel works hard because he is extremely clear about the purpose and value of his work. He also saves food not only for himself, but others (he's a team player).

Leaders who don't behave as squirrels by participating actively in the real work of education (including classroom instruction) simply don't connect as well to all levels of the system. Since I believe that interpersonal relationships are ultimately the key to successful leadership, being a squirrel has always made sense to me.

If we understand the concept of servant leadership and recognize that the sheep aren't there for the shepherd, we become part of the team. We give up on the notion of needing to be in charge. The consequence, I believe, is a level of work satisfaction that takes pride and a sense of accomplishment in everyone's success.

All of us have known the thrill of seeing students receive acceptance notices from the colleges of their first choice. We're delighted with those whose academic success required overcoming significant learning or personal hurdles. We've all shed tears watching those with challenged backgrounds express appreciation for us as individuals. However, equally important are the heartfelt expressions recognizing a broader partnership of dedicated professionals.

I claimed for years that "when I grow up I want to be an elementary principal" because at that level, if you do your job well, you frequently receive appreciation from parents, staff and students -- an experience high school principals and superintendents (jobs I've had) less frequently enjoy.

Nonetheless, the real truth is that the greatest personal joy I experience comes through the trials, growth and successes of my own family, including children and grandchildren. I have attempted to remain true to a personal philosophy that "the most important service I can ever render was and is provided within the walls of my own home." Attaining balance between professional responsibilities and our personal lives typically results in a joy that tends to be deeper and more long lasting.

My professional satisfaction is complemented largely through the networking allowed through participation in professional organizations such as ACSA, continuing education that requires thoughtful reflection on my work, and other opportunities that enable me to expand skills and abilities that impact every aspect of my professional life. The positive consequences of attending conferences and sharing both the grief and the successes of colleagues cannot be overstated. We need each other's empathetic support and understanding.

Some of the most profound joys of being an educator come from overcoming the truly difficult moments in one's career. We've all faced several well-understood political issues, including parcel taxes/bond elections, inconsistent relationships with board members and other public agencies, and controversy in the selection and delivery of curriculum.

I believe the delivery of quality instruction and curriculum begins with the principal. Therefore, I have found that making tough personnel adjustments, including dismissing good people (who may simply be in the wrong place at the wrong time) has probably caused me more personal grief than the other difficult challenges I could mention.

An administrator's most urgent responsibility is to ensure the "highest quality educational experience we can envision" (Irvine Unified School District mission statement, 1990) for every child. When a principal or other administrator serves as an impediment to the quality we seek, after kind and appropriate efforts designed to achieve improvement have been made, the superintendent is confronted with the need to make a change.

These experiences are always difficult, but ultimately should satisfy the purpose of our leadership. Every general manager in a successful team sport seeks to get the most outstanding people on the field. We have to be focused on trying to do the same.