We have a crisis of leadership on our planet, but no-where more so than in education. Governments all over the world appoint non-educators as their ministers for education, and often these people want to “improve” education by going back to a halcyon time in education that, for most “victims” of schools, never existed.
But we cannot blame the politicians. We know that excellent schools tend to be student-centred (with an inquiry-style, holistic, real-world approach to teaching and learning) and have clear visions and/or missions to produce graduates who will make a positive difference to their communities, countries and planet. Not everyone will agree, but it is highly probable that our present global issues (environmental and economic) have been contributed to, in part, by the pursuit of individual academic achievement at the expense of personal character development. It seems logical that, if you can transmit good attitudes to young people, they will do their best and achieve success in a range of areas, including academic. The converse is, too often, not true.
Around the world there are countless thousands of school leaders who are working very hard to make their schools good. However, as someone once said (Steven Covey?) it’s all very well to be leading your followers through the jungle, as long as you are in the right jungle.
An effective leader is someone who challenges the status quo, not maintains it. In many school systems and schools the status quo must be challenged, because it is damaging our societies – the industrial model of education is not appropriate for many of today’s young people (if it ever was), and contributes to the alienation expressed, negatively, by young people all over the world. They need to know that they are valued and respected, so that schools that “expect” obedience to antiquated systems and traditions in which students “know their place” need to “get a grip”.
Unless he/she is very fortunate, a prospective school leader who has a history of doing something “out of the box” and challenging paradigms is either going to put a lid on those tendencies or expect to remain in the lower ranks – are there job descriptions for school principals that ask for skills such as “the ability to challenge orthodox educational paradigms” or “demonstrated ability to implement rapid educational change” or “challenge the Board of Governors in the interests of student learning”?
Someone once said (and we would be grateful if someone can let us know who) something along the lines that if you set out to create as many barriers to learning as possible, you would end up with the modern secondary school. So, as Sir Ken Robinson preaches, we should not be tinkering with the “accepted” model of schooling, but replacing it with something else altogether. We need many more courageous, visionary educational leaders, so that education does not continue to slip further behind the needs of its students.