Dr. Chaim Botwinick
Highly effective schools, are almost always led and inspired by highly effective leaders; and, ineffective schools are mostly directed by those who are either ineffective or mediocre.
I use the term “almost” or “mostly” in both definitions in light of a variety of extraordinary circumstances.
As we know, there are literally thousands of books, articles and posts written about “leadership” – what it is; what it’s not, how it is developed, identified and achieved; and when it’s needed and consequences for when it’s missing. To be sure, the topic is probably the most written or talked about characteristic in industry, business, and education and in virtually every aspect of society. It is deeply embedded in our human condition dating back to time immemorial.
According to most acceptable definitions, “leadership” is the ability of an individual or a group to influence, inspire and guide others toward a shared goal. As such, in order to be a leader, one must have followership.
An example of true leadership is exemplified by descriptions of Moshe Rabeinu. Here we see a variety of characteristics and core attributes which truly define leadership and how one person, against all odds was chosen to successfully influence and lead the bnai yisrael out of mitzrayim to Eretz Yisrael.
Several of his core leadership attributes or characteristics included, but were not limited to: having a clear sense of purpose and direction; exhibiting empathy for the people he led; consistency, resilience and perseverance, having a keen sense of judgment, an unwavering sense of commitment, vision driven and goal oriented.
Yes there were times when Moshe was challenged by his followers in unimaginable ways. But he nevertheless was committed to staying the course, albeit with tremendous difficulty.
Unfortunately, towards the end of his life, he was forbidden to enter eretz yisrael. Indeed a very heavy price to pay for someone who spent his entire adult life focused on leading bnai yisrael.
So how is this aspect of leadership and its core values relevant our topic of educational leadership or to persons who are hired and charged with leading our community and its schools?
Characteristics of Effective School Leadership
Not unlike managing or leading a major business or nonprofit organization, leading a Jewish day school or yeshiva today requires the same basic fundamental skills, talent and attributes. But in addition, it also requires a sense of mission, and an unswerving passion and commitment to help guide and direct people on a particular path or in a specific direction which is anchored in Jewish standards and values
Having said that, it is imperative that our Jewish day schools and yeshivot engage senior educational leaders who not only possess these attributes but who also exhibit a sense of moral transparency and clarity. This is particularly the case when leading a Jewish day school or yeshiva which is guided by core Jewish values.
This is not to suggest that those who direct or lead our day schools or yeshivot possess the same leadership attributes as Moshe. But I am strongly suggesting that the fundamental values, beliefs and leadership skills of Moshe are those that should be emulated and modeled by leaders of our institutions, to the best of their ability.
As we know, Moshe was selected and ordained through the will of HaShem. Nevertheless many of his leadership skills, characteristics, attributes and traits can be emulated by all those who are charged with communal leadership roles and responsibilities.
In many of my senior executive leadership training sessions, I differentiate between the characteristics of an effective leader vs. those of an effective manager.
My analogy, although somewhat simplistic is that an effective manager ensures that a train is running on schedule; but, an effective leader ensures that the train is moving in the right direction.
This analogy is one which is critical when describing the core qualities of school leaders.
There are many heads of school and principals who are excellent managers. They ensure that class schedules and report cards are distributed and issued in a timely manner, that all faculty submit lesson plans on time, the curricula being taught is age-appropriate content-rich, all faculty are observed and evaluated consistently throughout the year and that the school’s physical plant and image is impeccable.
These management responsibilities in addition to a continued requirement to communicate with parents at regularly scheduled times during the year are essential, but, they are not necessarily a reflection of a principal’s or head of school’s leadership.
Leaders ensure high quality. They motivate faculty to engage in their professional development and ensure that the curriculum being taught is rich and comprised of a confluence of well-developed instructional methodologies. They also ensure that grades are meaningful to parents and to students. Finally, they are continuously preoccupied with the quality of chinuch and how it’s transmitted to students as opposed to quantity.
It is important to note that when directing a school, it is imperative that the head of school and principal manage and lead simultaneously. These two functions are critical. And, they more often than not become interdependent. Nevertheless, all management activity with zero leadership skills, and all leadership actions with no managerial know how leads to an imbalance of school leadership thereby effecting the quality and culture of the school.
The Torah and Talmud prioritizes responsibility, communal well-being and the leadership of influence over the leadership of power. It also prioritizes the importance of humility, modesty, middot tovot and ultimately accountability.
According to Rabbi Dr. Jonathan Saks, z”l, there are seven principles of leadership.
They include:
- leadership begins with taking responsibility;
- no one can lead alone;
- leadership is about the future;
- leaders always learn;
- leadership means believing in the people you lead;
- leadership involves having a sense of timing and pace; and
- leadership can be stressful and emotionally draining.
Not all of these core leadership values, characteristics or principles come naturally or can be learned. This reality therefore begs the question…is it truly possible to train a person to become a leader or are there a specific set of characteristics which are innate or inherited, such as empathy, compassion and understanding.
Unlike decision-making, best practice and policy setting, these “soft leadership skills” are more difficult or challenging to develop or replicate.
Nevertheless, the opinions by many vary as to which skills, attributes or characteristics are in fact learned, inherited.
This reality sets in motion a host of challenges which our schools must face when recruiting and engaging a leader to “lead” the school. This is especially critical when schools conduct searches for either a principal or head of school or anyone in a senior school leadership capacity.
According to the Center for Creative Leadership, there are 12 characteristics of an effective leader.
They are:
- self-awareness
- respect
- compassion
- vision
- communication
- learning agility
- collaboration
- influence
- integrity
- courage
- gratitude
- resilience
It is virtually impossible for a school to identity a person who possess each of these characteristics. Nevertheless, it is essential that a school endeavor to identify as many of these attributes as possible.
In addition, each school must prioritize for itself those leadership characteristic or modalities which are bested suited for the school and most critical or essential for the school’s current and future vitality, viability, direction and effectiveness.
At the end of the day, all of our Jewish day schools and yeshivot require stellar leadership. The challenge must remain, what does that leadership look like, how is it identified and respected, and above all, is it sustainable through the test of time.
There are no shortcuts or compromises. We owe it to our students, our parents, teachers and community.
A true leader is one who knows the way, goes the way, and shows the way.……John Maxwell
ABOUT THE AUTHOR
Dr. Chaim Botwinick is a senior executive coach and an organizational consultant. He served as president and CEO of the central agency for Jewish education in Baltimore and in Miami; in addition to head of school and principal for several Jewish day schools and yeshivot. As an Influencer, he has published and lectured extensively on topics relating to education, resource development, strategic planning and leadership development. He is co-founder of LEV Consulting Associates and producer/host of the Chinuch Horizons podcast series. Dr. Botwinick is Author of “Think Excellence: Harnessing Your Power to Succeed Beyond Greatness”, Brown Books, 2011
