Supporting faculty and staff has been a central focus of educational leadership efforts, particularly during the COVID-19 pandemic. The comprehensive impact of a global health disaster, social injustice and divisiveness, extreme uncertainty, and social isolation has compounded the pressures on school leaders. Many feel exhausted, ill-equipped, and vexed about how to guide faculty, staff, and colleagues through unprecedented challenges. Working harder and longer hours is not a sustainable model. Decades of research by Daniel Goleman (2000) posits that to lead with others in an increasingly complex world effectively, leaders must first learn to lead themselves, which depends on developing self-awareness — the primary domain of healthy relationships. In this workshop, learn, practice, and refine concrete, directly applicable, and relevant skills, mindsets, and toolsets central to offering compassionate leadership.
Key Questions Covered:
- What happened, where are we, and what is reasonable to envision ahead for us in the coming weeks and months as we return to school for the 2021-22 school year?
- How do self-awareness and social identity influence our leadership efforts to support faculty in times of crisis, uncertainty, and recovery?
- How might our leadership and support need to change as colleagues react to and recover from uncertainty and ambiguity?
- What are some practical tools conducive to building our schools’ capability and the capacity toward being more interdependent, inclusive, healthy learning communities?