Thinking Out Loud: What Makes a Great Leader?

Have you experienced life changing leadership in your career? Are you a life changing leader?

My Journey

I have been thinking a lot recently about the type of leader I am, whether I am any good at leading and what formed me into the leader I am. I was so lucky to do an MA in Education, specialising in Leadership and Management and so I believe I have a good grounding in leadership theory... however, we all know there can be a chasm between theory and reality and so I have been reflecting on my first hand experiences of leadership.

I have had very contrasting experiences of leadership in my career. In my first school I experienced frightening, authoritarian leadership (listen to my podcast episode with Jamie Thom on the Beyond Survival Podcast to learn more). This leadership style nearly broke me and removed me from teaching. Instead, I was lucky to then be guided by a fantastic HoD who saw my potential and took me under his wing. His leadership was instructional or coaching as he invested time to teach me how to go and be a good HoD myself one day. When I then moved schools to become a HoD I was very lucky to be under the indirect leadership of a colleague who had total faith in me and my skills and pushed me into every opportunity that he could. He saw my potential and wanted me to excel and learn everything I could quickly. He supported me every step of the way, but he made me take risks and innovate and most importantly he made me do things I didn't think I could.

Great Leadership So what makes a great leader? I know from my MA that there is so much research out there that it can be a little daunting to know where to start. I decided to ask AI as a starting point and see how closely its ideas aligned with my own;

Great leaders in education possess a blend of qualities that inspire both students and staff, and foster an environment conducive to learning and growth. Here are a few key traits that stand out:

1. Visionary Thinking: Great educational leaders have a clear vision for their institution and are able to articulate it in a way that motivates and unites everyone involved. They set long-term goals and implement strategies to achieve them.

   
   

2. Empathy: Understanding the diverse needs and challenges of students and staff is crucial. Empathetic leaders create inclusive environments where everyone feels valued and supported.

   
   

3. Communication Skills: Effective leaders are excellent communicators. They listen actively, provide constructive feedback, and ensure that their message is understood. This helps in building trust and cooperation.

   
   

4. Adaptability: Education is a dynamic field that requires leaders to be flexible and open to change. Great leaders are willing to embrace new teaching methods, technologies, and policies to enhance the learning experience.

   
   

5. Integrity: Ethical behaviour and honesty are fundamental. Leaders with integrity earn the respect and trust of their community, setting a positive example for students and staff.

   
   

6. Passion for Education: A genuine passion for teaching and learning is contagious. Leaders who are enthusiastic about education inspire others to share that same enthusiasm and commitment.

   
   

7. Collaborative Spirit: Successful leaders foster a sense of teamwork and collaboration. They encourage participation, value diverse perspectives, and work together with their community to solve problems and achieve common goals.

   
   

8. Focus on Professional Development: Continuous learning and improvement are key. Leaders who prioritize their own development and that of their staff ensure that everyone stays current with best practices and new research in education.

   
   

Great educational leaders are not just administrators—they are mentors, motivators, and role models. They shape the future by empowering those around them to reach their full potential.

If I am honest, I am not sure I could have written it better. The two fantastic leaders I have been nurtured and guided by possessed these things and have shaped my own leadership style. Both of them led with different elements. Each of the 8 bullet points listed were not utilised or focused on equally by both colleagues but they possessed all these elements and took the time to mentor, guide and build me.

The Times Educational Supplement have written a brilliant series on leadership from significant leaders in education titled 'How I Lead'. I have slowly been reading them. The one that has resonated most strongly with me is Dame Allison Peacock, CEO of the Chartered College of Education. In her article she writes many insightful things that align closely with my own leadership vision.

If you value people, and show them you value them. They appreciate it and they react accordingly. It sounds simple, but leaders can underestimate that and not do it enough.

I have never talked to any individual teacher about holding them to any standard of anything. I lead by example, encourage people, fan the flames of things that are going well. I make it clear this is a collective responsibility to hit a rigorous ambition of what we want to achieve. In that culture, people know what is required and they want to hit it.

These words by Dame Alison, which I read in the summer before starting in my first post as Deputy Head, encompass the leader I want to be. I aim, every single day, to treat my colleagues with trust and respect. I see them as equals, working alongside me, on the never ending journey to make our school excellent. Where their ideas or execution don't align with mine or the schools vision or standards, I look beyond that judgement and ask myself why. I look at them holistically, is there something in their background that has led them to see this situation differently? Do they need more training? Have I communicated my expectations clearly enough? Have I modelled my expectations or standards? Is there something going on beyond the school gates for this person that is a barrier.

I want to know my colleagues, to understand their individual context and to use this as a strength to build a coherent vision for the school whilst honouring the individual complexities and richness that each colleague brings.

Ineffective Leadership

From my personal experiences I think that considering what poor leadership looks is equally as valuable as thinking about good leadership. Being at the sharp end of poor leadership was transformative to my career and my own leadership style.

I went back to AI - what did it think a bad educational leader looks like?

A bad leader in education can negatively impact students, staff, and the overall learning environment. Here are some traits and behaviours that typically characterize ineffective educational leaders:

1. Lack of Vision: Without a clear and compelling vision, a leader can struggle to inspire and motivate their team. This can lead to a lack of direction and purpose within the institution.

   
   

2. Poor Communication: Ineffective leaders may fail to communicate expectations, goals, and feedback clearly. This can result in misunderstandings, confusion, and a breakdown of trust among staff and students.

   
   

3. Inflexibility: Leaders who are resistant to change and unwilling to adapt to new methods, technologies, and policies can stifle innovation and progress. This rigidity can prevent the institution from evolving to meet the needs of its students.

   
   

4. Lack of Empathy: An inability to understand and address the concerns and challenges of students and staff can create a toxic environment. Leaders who lack empathy may be perceived as uncaring and unapproachable, leading to low morale and disengagement.

   
   

5. Micromanagement: Overly controlling leaders who micromanage their staff can undermine trust and stifle creativity. This approach can lead to burnout and a lack of autonomy among teachers and staff.

   
   

6. Inconsistent or Unfair Decision-Making: Leaders who are inconsistent or biased in their decision-making can create a sense of injustice and favouritism. This can erode trust and respect within the school community.

   
   

7. Failure to Delegate: Leaders who struggle to delegate tasks and responsibilities can become overwhelmed and ineffective. This can also prevent staff members from developing their own leadership skills and expertise.

   
   

8. Neglect of Professional Development: Leaders who do not prioritize their own learning and the professional development of their staff can fall behind on best practices and new research in education. This can negatively impact the quality of education provided.

   
   

9. Lack of Accountability: Ineffective leaders may avoid taking responsibility for their actions and decisions. This can create a culture of blame and avoidance, rather than one of learning and growth.

   
   

10. Poor Relationship Building: Leaders who fail to build strong, positive relationships with students, staff, parents, and the wider community can struggle to create a supportive and collaborative environment.

    
    

Recognizing and addressing these traits is crucial for anyone aspiring to be a successful leader in education. By understanding what not to do, leaders can work towards fostering a positive, effective, and inclusive educational environment.

Again, I feel this pretty much hits the nail on the head (maybe I shouldn't have confessed to asking AI?) In my experience of poor leadership I was micromanaged, my PD was neglected and unfair decision making was a consistent theme through the whole school. The leadership that I experienced was the culture of the organisation and so the whole school was a fearful place. In my experience, there was a clear vision that the leaders had, but it was devoid of moral compass and in strong conflict with my own value system which was often difficult to manage. I was very fortunate that I was able to leave that school and move to another, much more supportive school. I would encourage anyone reading this who feels in a similar position to do the same.

These reflections highlight the significant responsibility that being a leader in a school is. You are responsible to staff, parents, students, governors, the DfE/Ofsted/ISI.... and so on. Leadership is a complex beast and I know acutely how it feels to be on the receiving end of poor leadership and for my career and self confidence to thrive under exceptional leadership. These experiences have formed my desire to be the best leader I can. I know that all leadership styles will not fit all colleagues; but leadership decisions build and shape a school and so the values that leaders hold create the organisational culture - for better or worse.

How can we ensure that we are leaders that make positive change for our staff, students and school? For that, alongside all the traits listed above, I think you need high levels of reflection and humility. You need to be brave enough to ask for feedback and humble enough to hear it.

What attributes of leadership have I omitted?

What leadership styles are most important to you in your role?

Are you a leader that asks for feedback?

What do you do with that information?