What does it really mean to be a leader? Does it require a title or a position? Can you lead from the middle, the margins, or even the background? These are the questions I often return to when thinking about how leadership lives and breathes within a learning community.
In most schools, leadership follows a traditional structure. There is usually a head of school or principal, a vice or deputy, curriculum coordinators, instructional coaches, and counselors, all forming what is often called the leadership team. Some schools extend this to grade-level or department leads, who carry messages back to their teams. On the surface, it seems organized and efficient.
This structure often reflects a top-down approach, rooted in the industrial model of leadership. Decisions are made at the top and passed down, expecting uniformity and compliance. For centuries, this style flourished because it kept systems running smoothly. But, it was never designed to cultivate creativity, innovation, or collective responsibility.
We are in a new age. The world has changed, and so must our approach to leadership. Today, we need leaders who understand that meaningful change happens when people feel seen, heard, and valued, not just managed. This is where authentic, democratic leadership steps in. It is not about command and control. It is about nurturing a culture built on shared interests, shared values, and a commitment to the common good.
Authentic leaders recognize that leadership is not about status. It is about service. They create the conditions for others to thrive. They invite participation. They listen deeply. Most importantly, they center their leadership on what binds us together: our hopes for learners, our belief in human dignity, and our desire to build something better.
Simon Sinek, in his book Leaders Eat Last, puts it this way: “Leadership is not about being in charge. It is about taking care of those in your charge.” This kind of leadership does not just lead teams. It leads with purpose. It starts with building trust, offering transparency, and aligning actions with core values. It acknowledges that every decision we make impacts the wider learning community.
In a school, this might look like co-constructing school agreements with staff and learners. It could be making space for teacher-led inquiries or parent voice in school development. It might be as simple as asking, “What matters to you?” and then truly listening to the response. These moments are not small, but they weave together a culture of collaboration.
When we lead from our shared interests and values, we begin to serve something greater than ourselves, which is the common good. Leadership becomes more than a role and transforms into a way of being.
Maybe the real question is not “Who is the leader?” but “How are we leading together?” When we lead from a place of care, curiosity, and shared purpose, we do more than move things forward. We transform the culture and this is the kind of leadership worth practicing.
In most schools, leadership follows a traditional structure. There is usually a head of school or principal, a vice or deputy, curriculum coordinators, instructional coaches, and counselors, all forming what is often called the leadership team. Some schools extend this to grade-level or department leads, who carry messages back to their teams. On the surface, it seems organized and efficient.
This structure often reflects a top-down approach, rooted in the industrial model of leadership. Decisions are made at the top and passed down, expecting uniformity and compliance. For centuries, this style flourished because it kept systems running smoothly. But, it was never designed to cultivate creativity, innovation, or collective responsibility.
We are in a new age. The world has changed, and so must our approach to leadership. Today, we need leaders who understand that meaningful change happens when people feel seen, heard, and valued, not just managed. This is where authentic, democratic leadership steps in. It is not about command and control. It is about nurturing a culture built on shared interests, shared values, and a commitment to the common good.
Authentic leaders recognize that leadership is not about status. It is about service. They create the conditions for others to thrive. They invite participation. They listen deeply. Most importantly, they center their leadership on what binds us together: our hopes for learners, our belief in human dignity, and our desire to build something better.
Simon Sinek, in his book Leaders Eat Last, puts it this way: “Leadership is not about being in charge. It is about taking care of those in your charge.” This kind of leadership does not just lead teams. It leads with purpose. It starts with building trust, offering transparency, and aligning actions with core values. It acknowledges that every decision we make impacts the wider learning community.
In a school, this might look like co-constructing school agreements with staff and learners. It could be making space for teacher-led inquiries or parent voice in school development. It might be as simple as asking, “What matters to you?” and then truly listening to the response. These moments are not small, but they weave together a culture of collaboration.
When we lead from our shared interests and values, we begin to serve something greater than ourselves, which is the common good. Leadership becomes more than a role and transforms into a way of being.
Maybe the real question is not “Who is the leader?” but “How are we leading together?” When we lead from a place of care, curiosity, and shared purpose, we do more than move things forward. We transform the culture and this is the kind of leadership worth practicing.
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