Becoming … a Leader

(Inspired by the book Becoming; Michelle Obama, author)

“So when did you decide to become a leader?”, she asked. I paused. What makes a novice

teacher assume I am a leader? Do others see me as a leader too? Did I intentionally

decide to become a leader, or am I still becoming one?  How do I even answer her question?

“Well..”, I hesitated, “... I don’t really know. I guess I’m just figuring it out as I go,

and following those who seem to know what they are doing”. I chuckled; she smiled.

Whether that pacified her or not, our coaching meeting transition to curriculum and

classroom management - topics I was much more comfortable discussing. That

conversation and subsequent internal dialog took place over two decades ago when

I was still teaching in a classroom, serving as a mentor to new teachers, and (assumed)

I too was being led. It never occurred to me that I might already be leading others!

Leadership continues to be a misnomer containing as many definitions as there are

expectations for the role. Ask most adults about the topic and their responses typically

equate “leadership” with “boss”; probe about their own leadership roles and most say

they are not leaders, nor have they any interest in pursuing positions of leadership.

However,  when chatting with children about leadership most school-aged students

readily raise their hands to indicate their interest in leading, as well as multiple examples

(ex: line leader, buddy for new student, class pet volunteer, substitute helper). Isn’t it

fascinating when comparing the understanding of leadership between children to adults

that the expectations change from role modeling to a managerial role, respectively?

How then can the myth of leadership be debunked to focus on opportunities rather than

on assignments? Why do individuals, who are identified as leaders, shy away from the

title instead of embracing the chance to serve and support others? And, how can the field

of Education apply a lifelong learner mindset to educators who are becoming leaders.

One model for growing leadership attitude and aptitude is the 3-2-1 Coaching Framework

(see TLA Blogspot - “Accountability Partners - January 2018).  There are various modes

for utilizing the reflective protocol, but for leadership purposes the intent is to build awareness

while encouraging opportunity. Whether an individual chooses to record his or her thoughts

via journal or audio format, or quietly contemplate these prompts privately, the benefits can

manifest themselves through personal and professional growth:

3-2-1 Reflective Protocol for Leaders

Identify (3) successes or accomplishments achieved recently.
Think of books read, or podcasts listened to which enhanced your thinking; Share meetings

or conversations in which you felt satisfied with your contributions;  Reflect on goals fulfilled

and targets reached by asking, “How does a sense of accomplishment inform my next steps?”

Pose (2) wonderings to challenge your thinking. How might an opponent to my decision resolve

the same issue? Whom do I trust to also challenge my thinking about a controversial topic?

What skill(s) do I need in order to be more successful at ____?  Review these queries by asking,

“Which of my vulnerabilities may become a liability for future growth?“

State (1) goal to be achieved in the next week/month. Determine an actionable item or goal to

enhance a skill set. Consider this “1” (goal) as a “3” (success) once completed. Reflect on this

goal by asking, “Will this challenge move me out of my comfort-zone and into unfamiliar

territory in order to experience new opportunities?”

The most impactful leaders are those who realize there is more they don’t know, than they

do know; therefore acknowledging the opportunity to embrace learning opportunities is not

a deficit but rather an asset to one’s role.

As I reflect on the earlier conversation with the beginning teacher I realize that my perspective of leadership was not formed by situation or circumstance, but rather my own limitations of understanding. Leadership cannot be defined by a named title, nor can it be assigned as a specific position. Instead, becoming a leader must align to one’s values and personal mission statement. A leader becomes what she or he believes will benefit others or enhance the greater good. And, Leadership is a journey one takes to become a better version of oneself.

By: Sandy Cameli • Educational Specialist • Hawaii Dept. of Education (@TLA808)