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“A common requirement of leaders at all levels is having the courage to make tough decisions and take difficult actions,” write authors David Cottrell and Eric Harvey in their book Leadership Courage: Leadership Strategies for Individual and Organizational Success.  A big part of courage in 21st century leadership is standing up for what is right. As Cottrell and Harvey correctly describe, “The true measure of leadership is the ability to look in the mirror and know that you had the courage to do what you felt was the right thing to do.” 

Our ability as school leaders to look at ourselves in the mirror each morning and feel that the actions we took the day before regarding our students and staff is a measure of our own 21st century leadership ability. This contrasts starkly in an American culture that wants to turn schools into clones of businesses where maximization of self-interest is a virtue, often at the expense of many others. The problem is, these philosophies are at cross purposes in educational establishments. Ultimately though, as a school leader, I feel at my best when I have successfully passed a test of courage with integrity intact.

What are some “Guiding Principles for Courageous School Leaders in 21st Century"? No doubt we all have core values we hold dear, but here’s some principles I have taken the liberty of modifying a bit from Cottrell and Harvey’s book. I think they accurately describe what we have to be willing to do in order to be Courageous 21st Century School Leaders.

• Accept responsibility courageously. This includes accepting responsibility for all the actions of our schools from students to teachers and our own. When an unfortunate event happens under our leadership, we publicly accept our responsibility.Looking for places to cast blame is a weak, short-term strategy. If you want your school to be one where responsibility is important, then be responsible yourself.
• Implement change courageously. Courage comes from being able to step away from the status quo and enter into new possibilities. Courage is demonstrated in convincing others to move beyond their own comfort zones to stretch toward new horizons. Courage comes from leading change in the face of fierce resistance and even potential political peril. Change takes courage, and 21st century school leaders act courageously when leading change efforts.
• Hiring people using strict standards. Lowering one’s standards to just “fill a position” does not promote excellence. A weak person on your school staff can pull down the entire team. Hire only those who fit your school’s standards and principles. Surrounding yourself with talent makes the school or district successful. Hiring out of political expediency, or due to friendship connections is a recipe of organizational weakness. Also hiring only those who will rubber stamp your ideas or agenda is a recipe for long-term failure. Courage comes from hiring people who often are smarter and better equipped than you are, and who aren't afraid to express their opinions. Courageous hiring means getting the right people in place is a much higher priority than scoring political points or returning political favors.
• Keeping everyone focused on what’s important. Cottrell and Harvey call this “Keeping the Main Thing the Main Thing.” Courageous 21st century school leaders fight to keep the focus on what’s important: the learning of students. Real courage is demonstrated in those school cultures where this is lost, and the school leader courageously reminds everyone of what they are truly about: "Keeping the main thing, the main thing!"
• Communicate for understanding. The purpose of communication in a 21st century organization is understanding. This means making sure what you have to say is clear, concise and on-point. There's not room for murky, unclear messaging. Courageously saying what needs to be said means there's only room for understanding, not misunderstanding.
• Coaching others. School leaders have a responsibility of coaching those within their schools or districts. This means setting aside the title of "boss" and giving your organizational members the information necessary to improve their performance. It means inspiring those within to reach for higher levels of performance and providing them with the direction to do just that. Coaching is not playing "gotcha games." Coaching means you genuinely want others in your school organization to be successful, and you work hard to help them improve.
• Effectively address conflict. There is no room in 21st century leadership for avoiding conflict. Minor conflict can paralyze a school or district so that nothing is accomplished. Effective 21st century school leaders take conflict head on. Courageous school leadership means having the difficult conversations. It means not passing the task of addressing a performance issue to a subordinate, or waiting on someone else to say something. Courageous leadership also means not sending "nasty-gram" emails instead of sitting down, face-to-face and talking with someone about an issue.
• Keep focus on the positive. This can be difficult. Trying to get everyone to see that things are still positive in a toxic environment is quite a challenge. Keeping the focus on the positive isn't about lying to people and building up a false sense of the positive. It is about fostering a "positive" belief that together we're going to succeed. School leaders who keep the focus on the positive, don't dwell on the negative and drag others down.
• Instill a culture of ethics and integrity. An organization without integrity that has as its purpose educating children is a frightening thought. Twenty-first school leaders work diligently to foster ethics and integrity in their schools or districts.  Principles are never sacrificed for political reasons or any other reasons. Organizations educating children that lack ethics and integrity have no business teaching children.

In the fast-paced environment of the 21st century, school leaders, from principals to state education leaders, courage must be a part of our leadership practice. These guiding principles make an excellent starting point to begin fostering that kind of leadership.

In an interview with James Bellanca, education scholar Linda Darling-Hammond clearly delineates 3 practices  administrators must engage in to bring our schools into the 21st century. (The interview can be found in the book 21st Century Skills: Rethinking How Students Learn.)

"School leaders in the next decades need to engage in three practices that we haven't always seen as part of school administration. First is constructing time for teachers to work together on the development of curriculum and assessments. Second is designing and implementing comprehensive professional development programs. This includes formation of professional learning communities, providing coaching and mentoring for teachers who have been identified as needing additional assistance, and encouraging peer support teams that address the special needs of struggling students. Third is helping teachers find another profession if they are unable to improve after having received purposeful support."

These 21st century educational leadership practices are clear. If we as school leaders are going to recreate our schools to "meet the intellectual demands of the 21st century" then we must be willing to engage in these 3 practices.

• As 21st century school leaders, we must advocate and work hard to reconstruct our time and school day so that our teachers can collaborate on curriculum development and assessments. The kinds of learning our students need today require the development of learning activities that are authentic. The kinds of teaching that needs to occur needs to move away from teacher-centered to student-centered learning. We must look at our allocation of time and quit making excuses for keeping the same old school schedules that prevent this collaboration. We need to be willing to advocate for school-day restructuring that gives teachers the time they need to work collaboratively on curriculum development, assessment development, and planning. As 21st century school leaders we need to stop holding the 8-3:30 school day as sacred and unchangeable and make teacher collaboration time happen.
• As 21st century school leaders we need work to design and implement professional development programs that address the needs of our schools. In times of budget cuts, we, as school leaders have sat idly by while our lawmakers have destroyed our professional development budgets. Some of us have been guilty of seeing professional development as expendable. It isn't. We need to move into a full-blown advocacy role that says professional development is necessary. It isn't some add-on. Being a  professional development leader  means taking the lead in forming authentic professional learning communities. It means providing coaching and assistance for those teachers who have identified needs. It means leading authentic discussions about those students who aren't making it. Twenty-first century school leaders are committed to professionally developing the teachers in their schools.
• Finally, we, as 21st century school leaders need to accept the responsibility and the courage to do as Hammond suggests, which is helping teachers find another profession if after all of the support we've provided fails. Even good teachers want us to take care of those who just don't have it, but they want us to do it with dignity and fairness. School leaders need to be skilled in knowing when this needs to happen, and have the courage to do so.

Here's excellent graphic, reminder to all of us regarding how our students engage in technology use. There's not a lot more to say. I think the illustration says it all.
Via: OnlineEducation.net