Pinpointing exactly when being a head of school (HOS) became more complex and challenging may be a foolish pursuit, yet experienced school leaders do talk about that time. What happened? For experienced heads, there seems so much more to do, to know, to consider, to plan and prepare for. Is it any surprise then that a position that once seemed a natural step for an experienced school professional increasingly feels like a step too far? As the variety and relentless demands of the job are ever more apparent (though compensation has certainly risen), the daunting reality of being a head of school seems less an affirmation of a good career than a big personal and professional risk.
Unintended Learnings
Sometimes what you don’t plan to learn is what really sticks.
Liz and I just finished our first year working with seven extraordinary school teams in High Tech High’s Education Leadership Academy (ELA). Last week, the program culminated with Presentations of Learning where each team exhibited the leadership project they designed and launched at their schools. All teams shared a goal to strengthen deeper learning and equity in their schools. But every project was profoundly different in design—some represented whole school change, some targeted a particular practice or question—and all had a unique focus aligned with the team’s interests and their students’ needs.