As leaders reflect on their careers, there are always recurring themes that emerge. They relate to the leaders’ educational philosophy, beliefs about human nature, leadership style, results achieved, and impact on the people and organizations they had the privilege of influencing. It is often their personal mission to leave a legacy that clearly demonstrates that their actions aligned with the values and beliefs that they espoused. Leaders in general, and educational leaders in particular, hope that people who have worked with them can say, “Yes, those are, indeed, the beliefs, guiding principles, and behaviors that they demonstrated.” In other words, “That’s exactly how they behaved.”
One can only hope that one’s professional imperative has been to bring about meaningful change where needed—changes that have an enduring impact on people and their organizational culture by reaching the heart of leadership. This means, among other things, cultures that are healthy, people- and results-oriented, focused on capacity building, and responsive to change. It also means becoming instruments of change and reflective stewards, constantly honing our skills and cogitating the reasons we chose leadership in the first place.
It is with heartfelt gratitude that I recognize a few individuals who, through their examples, have reinforced my philosophy in the potential of leadership to realize the outcomes for which we have all fought. They have epitomized the leadership that we strive to emulate and the qualities that ignite curiosity, stir people to act, and, ultimately, reach the heart of leadership.
First, my sincere gratitude to Arnis Burvikovs, without whose instigation I would not have completed this book. He accommodated my changing timelines with reassurance and encouragement and demonstrated empathy—a quintessential leadership quality that is discussed in this book. Peter Dewitt and the outstanding team at Corwin deserve special acknowledgment for the support that they provided.
Bill Hogarth, former director of education at the York Region District School Board, and Ruth Mattingley, former superintendent of schools and senior executive officer of the Literacy and Numeracy Secretariat, with whom I worked, always serve as models of what effective leadership looks like. I depend on them to challenge my thinking and insights. Their leadership philosophy, values, and modus operandi consistently reflect the importance of reaching the heart in leadership.
There are also the graduate students at the Ontario Institute for Studies in Education with whom I have worked. I am reassured that these young academics, many of whom will be working in education, will continue the research-into-practice orientation that will help improve our education systems. Crystal Bender deserves special recognition for her editorial and research assistance regarding the references in this book.
Michael Fullan has had a strong influence on us over the years. One of the things I have always admired about his writing is that he recognizes the role of affect in teaching, learning, and leadership. He knows that we do not get things done simply by issuing edicts, rules, and regulations. For Michael, leaders must be guided by a moral imperative and the skills to inspire people to act.
My thanks to Peter Bailey, my husband, whom I can always call on to give me feedback on my ideas. He is my toughest “critical friend”—one who never wants to be thanked—especially in this way. But I cannot ignore his contribution, because of his constant advice: “Just get it done!”
I will always be grateful to the many individuals with whom I have worked across the globe, during my early years as an educator in Jamaica, during my career at Ontario’s Literacy and Numeracy Secretariat, and in the York Region and Kawartha Pine Ridge District School Boards. They have all been a source of inspiration and have left an indelible stamp in their inimitable ways. Their influence and their reach have no limits.