The Nature of Effective IT leaders

An effective leader models the behaviour they expect from others, visualizes the changes necessary for success, searches for opportunities to innovate and improve, fosters collaboration, and builds a climate of trust and appreciation (Kouzes & Posner, 2002, p. 13). When I think of a leader from my own experiences that demonstrates these virtues and leads in a manner that promotes these outcomes, Gord H, my assistant principal comes readily to mind.
Gord has played two separate roles in my teaching career. First as an AISI (Alberta Initiative for School improvement) Learning Leader in guiding schools in inquiry based instruction and assisting with building technological capacity. A few years later, Gord became the assistant principal at the school where I teach.
As a teacher, Gord modelled effective problem solving skills and delved into inquiry based projects with his students. As a leader, he continues to model these skills. His passion for technology inspired me to collaborate on an inquiry project which required the students to program a Lego NXT robot. “I do not have all the answers, but I am willing to find out,” he modestly responded when I praised him on his wealth of knowledge. I had never used these robots before, but I thought if Gord, whom I respect and admire, did not know all the answers then I did not need to either. He continuously works to improve his leadership capabilities through professional development and dialogue.
In addition, Gord endeavours to build capacity among the staff. He realizes that one person cannot successfully manage the school. It takes a team of experts and willing participants. Leithwood and Duke (1999) stress that in the case of participative leadership “authority and influence are available potentially to any legitimate stakeholder in the school based on their expert knowledge, their democratic right to choose, and/or their critical role in implementing decisions” (p. 51). Gord trusts in his staff’s strengths and allows us opportunities to take risks or make mistakes. We make every effort to rise to the challenge.
At a recent staff meeting, Gord explained that his mission while at our school was to build a climate of trust where teachers feel safe to takes risks without fear of reprisal. He spoke about the need to build a positive school culture and how crucial it is for staff to take ownership over their work. Lewin and Regine (as cited in Fullan, 2001, p.52) elucidate that individuals want “to feel they are part of a greater whole, a web of connection.” To this regard, Gord encourages the teachers through a simple high five, a quick email, or recognition at our weekly staff meeting. He asks about our weekend plans, remembers our spouse’s names, and tells jokes. He strives to make each person feel appreciated and respected as a professional. Carey (2005) calls this “relationship building” (p. 6). Kouzes and Posner (2002), assert that it is “part of the leader’s job to show appreciation for people’s contributions and to create a culture of celebration” (p. 19). People are willing to go the extra mile because they feel valued.
Gord leads teachers to do their best work and motivates them to explore innovation and best practice – qualities of an effective leader.


References

Carey, D. (2005). Some Reflections on Leadership. CIO Canada, November 13 (11), 6.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Wiley and Sons. p. 1-135.
Kouzes, J. & Posner, B. (2002). The Leadership Challenge. San Francisco: Jossey-Bass.
Leithwood, K. & Duke, D. (1999). Chapter 3: A Century’s Quest to Understand School Leadership. In Murphy, J. & Louis, K. (Eds.), Handbook of Research on Educational Administration (pp. 45-72). San Francisco: Jossey-Bass.