Systems of Support for New Leaders

When one of us (Jessica) recently became a school administrator for the first time, both of us became excited and mindful of the many challenges about to unfold. Through our daily conversations, we acknowledged what a bold adventure leadership can be.

For Mary, a former superintendent and Jessica’s mother, it was a reminder of the increasing complexity and wide array of often contradictory feelings and expectations that accompany a new administrative position. For Jessica, it was a time of transition and professional growth.

All of us, regardless of where we are in our administrative careers, have a need to feel as if we belong. We want to feel psychologically safe and authentic. We want to be perceived by others as competent, even when we may not personally feel it. We all aspire to be educational leaders because we believe we can make a positive impact. Jessica’s experiences, however, reminded us that in the beginning, the most significant impact is on the new leaders themselves.

Effective school leaders play a critical role in improving student learning. Yet we rarely address the needs of new administrators with the same levels of commitment, resources and support that we extend to new teachers. How we support our new administrators and simultaneously build the capacity for others to assume leadership roles has tremendous short- and long-term implications for our school communities.

District administrators can take personal and systemwide actions to create the conditions for new leader success. Just like our students and teachers, new administrators require holistic and differentiated supports. In a multi-tiered system of supports, district administrators focus on the individual leader, on a cohort of new or beginning leaders and on the larger system of current and future leaders.

Individual Support

To support new administrators, district leaders need to be highly reflective and intentional. At an individual level, the district leader can:

» Be empathic. 
Think back to how it felt not knowing what to expect, not knowing to whom and what you should pay attention, and not quite understanding how things got done.

Not only are new leaders navigating new people and new expectations, they also are grappling with a whole new identity. It can feel awkward to suddenly become someone else’s “boss.” When we try to see the world as a new administrator, even the smallest gestures can make a big difference.

During Jessica’s first year in school administration, she frequently walked into her office to find notes on her computer or office wall with messages such as “We are so lucky to have you here!” and “It’s going to be a great year!” These messages from her supervisor went a long way in helping her feel like she belonged.

» Be “tuned in” and supportive.
Give permission for your new leader to find and maintain some life balance. The personal costs of school leadership often are extensive, so it is essential that you show an interest in your new leader’s health and overall well-being.

In Jessica’s first week as an administrator, a district-level leader told her to leave when necessary to pick up her children from daycare and to not feel obligated to be at work at all hours of the night. This seasoned administrator extended empathy and support by encouraging Jessica to take care of herself and her own kids, too. This simple conversation, right at the beginning of the year, helped her feel understood, welcome and supported.

» Be clear, honest and delegate appropriately.
Personally check in with your new leader. Listen, ask questions and be present. Articulate your vision, clarify your values and explicitly communicate your expectations. Be honest with the leader about your own professional challenges and struggles.

Through your actions, let your new leader know that he or she can trust you — that you believe in and know the new administrator can do the job. Delegate in developmentally appropriate ways and provide the personal support, resources and ongoing progress monitoring the new administrator needs to be successful.

Group Support

With the cohort or group of new administrators, the district leader can:

» Recognize and celebrate the new cohort.
Opportunities for cohort celebration will vary depending on the number of new leaders in any given year, but it is essential to recognize the unique and special quality to being newly selected to serve. In a school district where one of us (Mary) served, all new administrators received “rookie year” baseball caps to wear at the first all-district institute day. Being celebrated as part of a cohort communicates to everyone within the district that the new leaders are valued and supported.

» Provide space and opportunities to network.
In order to address feelings of isolation, which is a profound concern of new leaders, communicate the expectation that new administrators meet with one another regularly with no specific tasks to accomplish. This may be something as simple as a regularly scheduled coffee break or monthly lunch together.

In addition, encourage new leaders to network and make connections with other leaders beyond their local district or region. Online networks, blogs and chat rooms provide ample opportunities for leaders to connect with others.

» Ensure formal processes for induction and mentorships.
Though induction and mentoring experiences also may vary depending on district size, it is essential that these opportunities are intentional, meaningful, thoughtfully designed and personally adaptable. The district leader must ensure these experiences are supported with time and resources and perceived throughout the district as being both valued and valuable.

Systemwide Support

At a systems level, the district leader can ensure the district has in place for all leaders and aspiring leaders:

» A culture conducive to learning.
Be intentional about building an equitable culture based on trusting relationships, where learning through action and reflection is valued and supported. This culture is one where diversity is highly valued along with purposeful collaboration and thoughtful, innovative risk-taking.

Further, this culture recognizes the strength and power of leadership distributed across the district and promotes opportunities for all staff to assume leadership responsibilities. For instance, in one district where Mary was a superintendent, she launched a leadership academy for aspiring leaders to learn together and contribute in new ways.

» Opportunities for continuous professional learning.
Ensure that professional learning is ongoing, differentiated and personalized. Recognizing that all staff members are learners, new leaders see their own learning as continuous and essential to their leadership role. In a district where learning is valued, all leaders, including the rookies, are encouraged and celebrated for asking questions and pursuing a wide array of learning opportunities.

» A collaborative culture and a sense of collective efficacy.
All leaders need to feel a sense that “we are all in this together.” The work of one leader should feel supported, coherent and aligned with the work of other leaders throughout the district — not isolated to a particular department or building. 

All leaders should know and be able to articulate the compelling purpose they serve and how their work contributes to the whole. Identifying as an active and valued participant in a leadership team that problem solves, plans and learns together is critical to creating a sense of collective efficacy for the important work of the school district.

When a district leader is reflective, thoughtful and strategic and approaches learning and support in a personalized and holistic way, the district leader creates within the new leader both a level of psychological safety and the expectation to grow and stretch oneself.

These leader expectations and behaviors, nurtured through a system of support, model continuous learning for all members of the school community. In turn, these expectations and behaviors foster organizational growth that constantly adapts to changing needs and positively transforms educational experiences for all learners.