Toxic Leadership in Public Education

Professional Standards for Educational Leaders This briefing document summarizes the key themes and important facts from the provided excerpts regarding the "Professional Standards for Educational Leaders," particularly focusing on insights from Dr. Park Johnson's research. I. Overview of the Professional Standards for Educational Leaders (PSEL 2015) The Professional Standards for Educational Leaders 2015 (PSEL 2015) represent a significant update to national standards for educational leaders, superseding the Interstate School Leaders Licensure Consortium Standards. Developed by the National Policy Board for Educational Administration, an umbrella organization encompassing major professional associations, these standards aim to ensure a consistent level of excellence for educational leaders regardless of their location (Belson & Husted, 2015; Mehrenberg, 2020; Wacha, 2019). Key Takeaways: Development Process: The standards were developed through extensive input from principals and superintendents via questionnaires, structured observations, and public discussions, with professional organizations also playing a crucial role (Belson & Husted, 2015; Mehrenberg, 2020; Wacha, 2019). Holistic and Inclusive Approach: PSEL 2015 offers a "holistic perspective on leadership," emphasizing that the standards "should be seen as a set that serves the whole rather than the needs of an elite few." This involves stressing the importance of interpersonal connections and foundational leadership qualities like "compassion, honesty, and reliability" (Belson & Husted, 2015; Mehrenberg, 2020; Wacha, 2019). Focus on Community and Environment: The standards place "equal emphasis on building a supportive environment inside the school for both students and faculty," recognizing that "the kids, relatives, and dedicated staff are equally as important as the corporate culture in ensuring the success of their students" (Belson & Husted, 2015; Mehrenberg, 2020; Wacha, 2019). Instructional Leadership: The revised standards portray "a constructive portrait of instructional leadership that emphasizes human potential, development, and support while maintaining rigor and accountability" (Belson & Husted, 2015; Mehrenberg, 2020; Wacha, 2019). Applicability: These updated standards are intended for all "primary and secondary local education agency administrators, whether public or private," and are designed to "percolate down through the many tiers of the administrative structure of an educational institution" (Belson & Husted, 2015; Mehrenberg, 2020; Wacha, 2019). II. Professional Community for Teachers & Staff: The Centrality of Relationships (Standard 7) A significant theme highlighted is the paramount importance of relationships in educational leadership, particularly as outlined in Standard 7. Key Takeaways: "Relationship" as the Core: "A significant portion of Standard 7 may be summed up in a single word: relationship." This applies to interactions among "mentors and mentees, coworkers, collaborators, and administrators themselves" (Baldanza, 2016; Mehrenberg, 2020; Miller, 2020; Wacha, 2019). Mentorship: Effective mentors exhibit both "self-assurance" and "intellectual modesty," sharing their acquired knowledge while acknowledging their own limitations and respecting diverse perspectives. This fosters a "mutually beneficial dynamic" characterized by "open dialogue, mutual respect, and cooperative effort" (Baldanza, 2016; Mehrenberg, 2020; Miller, 2020; Wacha, 2019). Mentoring is highlighted as one of the activities providing "one of the best returns" for teachers. Educator Responsibility and Influence: Educators are "stewards" responsible for "widen[ing] the school's mission and direction and inspir[ing] students to succeed," holding accountability for decisions within their classrooms and schools (Martin et al., 2014). Principals' Role in Staff Development: Principals are tasked with increasing staff understanding of school-wide goals and providing "direction and leadership" towards achieving these goals, while teachers lead within their classrooms (Martin et al., 2014). Delegation and Empowering Staff: A crucial leadership skill for principals is the "capacity to give staff members more responsibility and autonomy," acknowledging the complexity of the educational environment where principals cannot be experts in all areas. Delegating leadership roles can improve organizational leadership (Martin et al., 2014). School Culture: "School culture" profoundly impacts academic achievement, fostering "a feeling of belonging, kinship, and teamwork" among students through shared experiences (Martin et al., 2014). Principals are responsible for addressing a wide range of issues, from curriculum to regulations, while defining and communicating objectives for students (Martin et al., 2014). Impact of Principals on Academic Performance: Research suggests that "educational leaders who are informed and directly involved in educational practices tend to produce students who achieve higher scores on tests than principals who place too little importance on the instruction" (Martin et al., 2014). III. Standard 7 in the Classroom: Practical Implementation and Leadership Qualities The practical application of Standard 7 highlights the importance of leadership in fostering professional development, managing change, and cultivating essential human interaction skills. Key Takeaways: Leadership in Professional Development: Developing effective professional development strategies presents challenges for leaders in terms of training and patience. However, leaders who "train their teams and set an example by openly discussing their own values, goals, and motivations in the context of their personal relationships often see an uptick in their team members' resilience, a boost in their confidence to take risks, and aid in locating their unique niche or calling in life" (Johnson, 2021; Kraemer, 2016). Apprenticeship Model: An apprenticeship model, where organizational leaders involve team members in "prototyping, experimenting, building reliability and trustworthiness, and thinking ahead," helps raise understanding of social implications and develops long-term positive social impact abilities (Johnson, 2021; Kraemer, 2016). Managing Change Through Dialogue: Successful organizational transformation requires "open, honest dialogue" rather than monologues. Leaders must guide teams towards a future vision where members "envision themselves actively interacting with the transformational dynamics" and understand the personal benefits (Eneroth & Plank, 2019; Johnson, 2021). It is crucial to foster a "feeling of community and the shared journey" by creating a safe space for open discussion about experiences, concerns, and questions (Eneroth & Plank, 2019). 21st-Century Skills and Human Interaction: Professional success today relies on "social involvement, topic understanding, and the ability to work in teams" (Quieng et al., 2015). "Human interaction is the lifeblood of every business or institution," and relationships are "points of contact" across various professional and personal contexts (Quieng et al., 2015). Importance of Nonverbal Communication and Listening: Effective communication involves understanding nonverbal cues like "body posture, eye contact, and facial emotions," and "receiving information from others, identifying the tone of voice and inflection, and recognizing facial expressions and eye contact" (Arthur et al., 2022; Johnson, 2021; Quieng et al., 2015). Critically, "the ability to listen to another person talk without immediately formulating a retort of one's own is also an essential part of communicating effectively" (Quieng et al., 2015). These "soft skills" are learned practices (Quieng et al., 2015). Tacit Knowledge: "Tacit knowledge," including "risk-taking, professional skills, inventiveness, and communication abilities," offers significant advantages in the globalized 21st-century marketplace (Johnson, 2021; Valieva & Mukhitdinova, 2019). Key components include a sense of belonging, a "growth mindset" (ongoing capacity for learning), teamwork, effective communication (including digital), problem-solving, critical analysis, and prioritizing (Johnson, 2021; Valieva & Mukhitdinova, 2019). Leadership Beyond Position: True leaders prioritize the "process of leading people" over their title (Astin & Astin, 1996). They possess a "unique purpose" within the institution, demonstrating an "internal commitment to the betterment of those they lead" and the communities they serve (Astin & Astin, 1996; Johnson, 2021). Collaborative and Introspective Leadership: Leaders are collaborative, dedicated to developing a "collective purpose," and skilled at mediating conflicts through professional communication (Astin & Astin, 1996). They initiate social impact objectives through "introspection and self-awareness" and encourage team members to do the same, fostering "greater openness and trust" (Astin & Astin, 1996; Johnson, 2021). Balancing Cohesion and Direction: Leaders face the challenge of balancing team cohesion with their own vision, avoiding alienation by ensuring they are "partners rather than drivers of the project" (Astin & Astin, 1996; Johnson, 2021). They must proactively engage in "challenging talks about confrontation and conflict resolution to retain the cohesive character and community of trust" (Astin & Astin, 1996). Conclusion The Professional Standards for Educational Leaders 2015 offer a comprehensive and updated framework for effective educational leadership. They strongly emphasize a holistic, relationship-centered approach, promoting strong interpersonal connections, collaborative environments, and a focus on the well-being and development of both students and staff. The standards underscore the critical role of leaders in fostering professional growth, navigating change through open dialogue, and cultivating essential 21st-ce