The centrality of the role of leadership in successful organizations has been a major theme in this book. Coupled with the imperative to reach the heart, leaders who believe in continuous improvement are encouraged to develop leadership capacity in order to revitalize their schools and enliven their organizations. Stewardship—the ability to hold something in trust for a future generation—becomes essential. This certainly means a future generation of both leaders and the students they strive to influence.
Indeed, the needs of students has been addressed throughout this book. In fact, students have been placed at the center of all that we do. Addressing their needs represents the essence of our professionalism. I will therefore limit these concluding statements to the future of the adults and how we can redouble our efforts to reach the heart of leadership.
The idea that leadership means leaving a legacy is also emphasized. That legacy includes a sense of urgency in getting things done, because, as I have argued, the children cannot wait.
Reaching the heart of leadership means getting in touch with what having power and influence means. If one believes in using power, in the traditional sense of the word, it must be “power with” or “power through” rather than a “power over” mentality. It means developing a high degree of self-knowledge and self-awareness, having high expectations for self and others, and having a passion for learning and achievement. It means adopting a holistic approach to education as we strive to educate hearts as well as minds. This includes a passion for the arts in the curriculum, for the role of character and citizenship education, for developing an entrepreneurial spirit, and for focusing on equity and inclusivity within our increasingly diverse contexts. It means becoming the strongest possible advocates for education that prepares graduates for global citizenship. It is our responsibility to ensure that we nurture graduates who think critically and analytically, who feel deeply and passionately, and who act wisely and ethically.
As I completed this book, I asked a few of my professional colleagues at different stages along the leadership spectrum for their ideas of what it means to reach the heart of leadership. Not surprisingly, some of their thoughts are remarkably similar to ideas discussed in this book. For example, a superintendent of schools in her first year of service said,
Educational leaders reach the heart of leadership when their work is truly in service of students and families, particularly those less well served by education systems. When leaders works in concert with families and community to challenge the status quo, close achievement gaps, and change the trajectory of students so that they can reach their full potential . . . then they do, indeed, reach the heart of leadership.
—Camille Logan
Superintendent of Schools
York Region District School Board
An expert in teaching, learning and curriculum review, development and implementation with whom I worked in Ontario, says:
Reaching the heart of leadership to me means working alongside teachers and leaders to do whatever it takes to improve the life chances of students—that is, ensuring reading, writing and thinking critically are possible for ALL.
—Dr. Lyn Sharratt
OISE, University of Toronto
International Consultant and Author
One of Ontario’s leading curriculum leaders offered this insight:
Educational leaders should be agents of hope. They must believe in their hearts that they can make a positive difference in the lives of all children. Reaching the heart of leadership entails capitalizing on the unique opportunity leaders have to influence education, not only today but also tomorrow to ensure a better future for these students. This means building a blueprint for education systems that will achieve equity and excellence. It means that every decision is grounded in an unwavering commitment to ensure that every child succeeds. . . .
There are many qualities that educational leaders must possess in order to effectively lead, implement, and sustain change. They must have knowledge of policies, curriculum, budget issues, and other administrative processes, but that is not enough. They must lead with heart. Leading with heart means being able to empathize and relate to others. It means looking inward to personal values and beliefs to guide decisions and actions. Leading with heart means being an advocate for all students, but especially our most vulnerable students.
—Ruth Mattingley
Former Superintendent of Schools, and
Senior Executive Officer (Ret.)
The Literacy and Numeracy Secretariat
A director of education who has led one of the most successful school districts in Ontario in terms of student achievement, employee morale, and community engagement had this to say:
Leaders reach the heart of leadership when their actions continually speak louder than their words. Through consistency, perseverance, and fairness, true leaders show their passion and beliefs to those they work alongside and serve in their daily work. Reaching the heart of leadership becomes a reality when those they serve feel supported, empowered, and treated with respect and dignity, no matter the situation or challenges they encounter together. True leaders recognize and value the strength of others and continually seek to bring those strengths to the fore. Reaching the heart of leadership happens when, through their daily work, leaders truly inspire others to be the very best they can be, without prodding or exhortation.
—Larry Hope
Director of Education
Trillium Lakelands District School Board
And, finally, the perspective of one of Ontario’s veteran educators—one who is credited for turning around his district, making it one of the most progressive districts in Ontario. For him,
A leader reaches the heart of leadership when there is the apprehension and acceptance of the state of mind and heart of another person or group. It is called empathy. Practically, the leader is able to put herself or himself into another person’s reality. For the leader there is a deep underlying belief that everyone can grow and change and attain self- or group actualization. The heart spontaneously listens with responsiveness and acceptance, so that one is doing more than merely listening. One is seeking out ideas, experiences, and a synergy that makes a difference. Practically speaking, a major part of a leader’s success must be how the people being led, and particularly young people, perceive and experience the world—how their attitudes and values demonstrate what it means to be a Canadian, and to take responsibility for the common good. To this end, how a leader changes attitudes and values is a large part of measured heart success.
At the core of universal success is student success. At the core of student success is the recognition that our young people must feel that their cultures and belief systems are accepted and included in their day-to-day learning. In these contexts, a leader must let all know that she or he is aware of systemic barriers and will do his or her best to remove them. When all is said and done, reaching the heart of leadership is a phenomenon that provides sensitivity to feelings and thoughts so that individuals and organizations can sense that there is also a heart inherent in leadership.
—Bill Hogarth
Director of Education (Ret.)
York Region District School Board
The perspectives of these successful educators all converge on the notion that a strong sense of service to students and parents, especially those in challenging circumstances, is essential—that leaders need to challenge the status quo, close achievement gaps, and be strong advocates for the children they serve. They need to be knowledgeable, demonstrate empathy, be aware of systemic barriers, and, more important, be willing to remove them. The leaders must practice what they preach, value their employees, facilitate their learning, bring out the best in them, change attitudes where necessary, and inspire them to do their best. They need to be agents of hope and optimism, strong in their determination to influence education generally, to achieve both equity and excellence, and, indeed, to make a difference. Leaders should simply lead with heart.
Leadership Lessons Learned
After almost four decades of experience at all levels of education systems, in rural and urban, public and private, Catholic and Protestant schools, I have learned many lessons along the way as I continue my professional quest to reach the heart of leadership. Here are a few of the lessons learned and the insights gained:
In sum, reaching the heart of leadership certainly requires self-knowledge, a constellation of interpersonal skills, and focused actions—many of which have been discussed in this book. It encourages educators to build on their current successes, keep their optimism alive, and continue the work that will take their districts to new heights of functioning and attainment.