Poetical and
Political Leadership in today’s educational landscape
Significance:
In Davies’ book “The Essentials of School Leadership” (2009), Terrence E. Deal contributes a chapter on Poetical and Political Leadership. In this chapter, Deal (2009) highlights how poetic and political leadership works. Deal points to the work of Dr. Jim Hagar (2004) who says that “Since the current villagers have no sense of the village, today’s superintendent must use rituals, stories, ceremonies and other symbols to transform a splintered culture into a common community focus on shared educational values” (p.133).
What Dr. Hagar has shrewdly pointed out is that we live in a world that seems to have lost its sense of community and, as a result, our educational leaders need to adopt the use of the above outlined tools in order to create a sense of community.
Deal goes on to support this idea by writing that “In a world that is politically charged and culturally splintered, organizations long for leaders who are masterful politicians and imaginative and inspirational poets” (p.134). I think this is important to note as it identifies that we are looking for leaders who are not only able to make decisions with politics in mind (and we know there are many in the field of education), but we are also looking for leaders who can see beyond the face of politics and recognize the value and significance of our purpose as educators. We need principals who are ready to dole out the bad news about the budget while also being able to move their team emotionally by standing firm in the school’s motto or theme, for example. What stands out about this combination of leadership- poetical and political- is the juxtaposition of the two terms. How very rare to combine politics with poetry. I think this helps to support the idea that leaders must be multifaceted. One can never solely be political, or solely poetic (or invitational, or transformational, etc.), but rather we must recognize that the role of an educational leader requires one to “wear many hats” as the saying goes.
Application:
Political Leadership
How can we see this happening in today’s educational landscape? Today’s leaders are faced with a multitude of political scenarios that they must deal with: bullying, finances, nepotism, union contracts, parental involvement in school activities, parental concerns, teacher-to-teacher relationships, provincial standardized testing and the list goes on. According to Deal (2009), Pfeffer (1992) thinks that “Political leadership requires familiarity with the strategies and tactics of power and conflict” (p.136). There are 9 tactics outlined that will enable a leader to become this political leader and I think that we can see these tactics being applied to the above scenarios and issues.
Poetic Leadership:
According to Deal (2009), “Restoring the symbolic buoyancy is the job of the poetic leader” (p.140). This type of leadership affords the leader to tap into the emotional and symbolic component of their job. Again, Boman and Deal (2003), Deal and Kennedy (1982), and Deal and Peterson (1999) highlight 7 strategies a leader can use to become a poetic leader:
1. Revisit and renew historical roots.
2. Convey cultural values and beliefs.
3. Recognize heroes and heroines.
4. Convene and encourage rituals.
5. Celebrate key events.
6. Speak in picture words.
7. Tell stories. (p.143)
Each of these strategies allows a leader to highlight the successes, history and cultural environment of a school. By recognizing those who contribute to the greater school community (staff and students), a leader sends the message that he or she not only recognizes the efforts of the people in his or her school, but values that effort. Celebrating important events such as school anniversaries or even the birth of a colleague’s child sends the message that the school is more than just a building, it’s a place where community is created.
As you can see from the examples outlined above, a poetic leader captures the spirit of his or her school community and then celebrates it, reminding its members why they’re there and who they’re serving.
Deal, T (2009) Poetical and political leadership. In Davies, B (2nd Ed.) The Essentials of School Leadership. Thousand Oaks: Sage.
DISCUSSION QUESTION:
Some might argue that poetic leadership is based on “fluffy” or “sentimental” reasoning and cannot be formally recognized as a type of formal leadership. Using at least two of the examples listed on pages 141-143 of Davies’ book, explain why poetic leadership is, indeed, a formalized and necessary form of leadership for school leaders. Similarly, you can argue that it is not. Please use examples from your own leadership experience to support your thinking.
Significance:
In Davies’ book “The Essentials of School Leadership” (2009), Terrence E. Deal contributes a chapter on Poetical and Political Leadership. In this chapter, Deal (2009) highlights how poetic and political leadership works. Deal points to the work of Dr. Jim Hagar (2004) who says that “Since the current villagers have no sense of the village, today’s superintendent must use rituals, stories, ceremonies and other symbols to transform a splintered culture into a common community focus on shared educational values” (p.133).
What Dr. Hagar has shrewdly pointed out is that we live in a world that seems to have lost its sense of community and, as a result, our educational leaders need to adopt the use of the above outlined tools in order to create a sense of community.
Deal goes on to support this idea by writing that “In a world that is politically charged and culturally splintered, organizations long for leaders who are masterful politicians and imaginative and inspirational poets” (p.134). I think this is important to note as it identifies that we are looking for leaders who are not only able to make decisions with politics in mind (and we know there are many in the field of education), but we are also looking for leaders who can see beyond the face of politics and recognize the value and significance of our purpose as educators. We need principals who are ready to dole out the bad news about the budget while also being able to move their team emotionally by standing firm in the school’s motto or theme, for example. What stands out about this combination of leadership- poetical and political- is the juxtaposition of the two terms. How very rare to combine politics with poetry. I think this helps to support the idea that leaders must be multifaceted. One can never solely be political, or solely poetic (or invitational, or transformational, etc.), but rather we must recognize that the role of an educational leader requires one to “wear many hats” as the saying goes.
Application:
Political Leadership
How can we see this happening in today’s educational landscape? Today’s leaders are faced with a multitude of political scenarios that they must deal with: bullying, finances, nepotism, union contracts, parental involvement in school activities, parental concerns, teacher-to-teacher relationships, provincial standardized testing and the list goes on. According to Deal (2009), Pfeffer (1992) thinks that “Political leadership requires familiarity with the strategies and tactics of power and conflict” (p.136). There are 9 tactics outlined that will enable a leader to become this political leader and I think that we can see these tactics being applied to the above scenarios and issues.
Poetic Leadership:
According to Deal (2009), “Restoring the symbolic buoyancy is the job of the poetic leader” (p.140). This type of leadership affords the leader to tap into the emotional and symbolic component of their job. Again, Boman and Deal (2003), Deal and Kennedy (1982), and Deal and Peterson (1999) highlight 7 strategies a leader can use to become a poetic leader:
1. Revisit and renew historical roots.
2. Convey cultural values and beliefs.
3. Recognize heroes and heroines.
4. Convene and encourage rituals.
5. Celebrate key events.
6. Speak in picture words.
7. Tell stories. (p.143)
Each of these strategies allows a leader to highlight the successes, history and cultural environment of a school. By recognizing those who contribute to the greater school community (staff and students), a leader sends the message that he or she not only recognizes the efforts of the people in his or her school, but values that effort. Celebrating important events such as school anniversaries or even the birth of a colleague’s child sends the message that the school is more than just a building, it’s a place where community is created.
As you can see from the examples outlined above, a poetic leader captures the spirit of his or her school community and then celebrates it, reminding its members why they’re there and who they’re serving.
Deal, T (2009) Poetical and political leadership. In Davies, B (2nd Ed.) The Essentials of School Leadership. Thousand Oaks: Sage.
DISCUSSION QUESTION:
Some might argue that poetic leadership is based on “fluffy” or “sentimental” reasoning and cannot be formally recognized as a type of formal leadership. Using at least two of the examples listed on pages 141-143 of Davies’ book, explain why poetic leadership is, indeed, a formalized and necessary form of leadership for school leaders. Similarly, you can argue that it is not. Please use examples from your own leadership experience to support your thinking.