Problem Solved: School Leader Initiative Fatigue

Editor’s Note: The NAESP Mastermind Group is a peer-to-peer mentoring group to help members solve problems in real time through input and advice from other group participants. Led by NAESP Mastermind Group facilitator Andrea Thompson, participants have volunteered to share their problems of practice—and solutions to those problems—in a new NAESP article series “Problem Solved.” This article is the second in the series.

In her school, LaTonya Wright, principal of Tayac Elementary School in Fort Washington, Maryland, noticed she was developing “principal initiative fatigue.” Through her own experiences and those of her colleagues in the NAESP Mastermind Group, Wright learned she wasn’t alone; it is a significant concern in the education sector, exacerbated by the high demands and responsibilities placed on school leaders.

Though principals handle a myriad of tasks, they also deal with emotional exhaustion and often a lack of support. Despite that, principals are still required to align their work to standards and participate in an evaluation process. Principals must:

• Complete administrative duties;
• Address student and staff issues;
• Deal with crises; and
• Support the community.

And that list goes on and on. Given the workload principals are still expected to balance the demands of your workload with the requirements of yearly evaluations can indeed be overwhelming.

7 Steps to Address Initiative Fatigue

Within the Mastermind Group framework, principals worked together to identify barriers to principal initiative fatigue, brainstorm potential solutions, and develop strategies tailored to the needs of principals.

1. Prioritize in a strategic way. Identify the most critical tasks and responsibilities in your workload. Focus on those that have the most significant impact on student achievement and school improvement. This will help you allocate your time and resources more effectively.
2. Set clear goals. Establish clear, measurable goals for yourself and your school. Ensure that these goals align with both your evaluation criteria and the overall objectives of your district. By having a clear direction, you can better focus your efforts and demonstrate your effectiveness in achieving those goals.
3. Manage your time effectively. Break down your workload into manageable tasks and allocate time for each. Use tools like calendars, to-do lists, or time-blocking techniques to organize your schedule and ensure that evaluation activities are integrated seamlessly into your routine.
4. Delegate and collaborate. Don’t hesitate to delegate tasks to your team members or collaborate with colleagues. Effective delegation can help distribute the workload more evenly and leverage the strengths of your team. Collaboration also provides opportunities for sharing ideas, resources, and support.
5. Self-reflect and document evidence. Take time to reflect on your practice and document your accomplishments throughout the year. Keep a record of your achievements, challenges, and professional growth activities. This documentation will be valuable evidence for your evaluation and help you articulate your contributions effectively.
6. Seek support: Reach out to your supervisor, mentor, or professional learning community for guidance and support. Don’t hesitate to ask for clarification or additional resources if you’re unsure about any aspect of the evaluation process. Collaborating with others can provide valuable insights and perspective.
7. Always work toward improvement. View the evaluation process as an opportunity for professional growth and development rather than just a compliance requirement. Use feedback from evaluations to identify areas for improvement and refine your practice. Adopt a growth mindset and embrace opportunities for learning and growth.

The Mastermind framework provided a structured and supportive approach to increasing buy-in, enabling principals to work collaboratively toward a common goal and ultimately leading to more effective outcomes.

Measuring the Results

The supportive nature of the framework created a positive and encouraging environment for the principals, enabling them to take risks, experiment with new approaches, and learn from both successes and failures. This support was particularly important in addressing challenges or setbacks encountered during the implementation process.

And the goal-oriented nature of the Mastermind framework helped keep the principals focused and motivated throughout the process. By setting clear objectives and benchmarks for success, principals could track their progress and make adjustments as needed to ensure the principal was on track to achieve their intended outcomes.

Focusing on the steps above, Wright and others in the group found success in addressing initiative fatigue. The results showed:

• Improved Performance: By setting clear goals and priorities aligned with evaluation criteria, principals can focus their efforts on activities that have the greatest impact on student achievement and school improvement.
• Recognition of Accomplishments: Principals who effectively manage their workload and document their achievements throughout the year are better positioned to demonstrate their contributions during evaluations. They can provide tangible evidence of their successes in areas such as curriculum implementation, staff development, parent engagement, and student support services.
• Professional Growth and Development: Engaging in self-reflection and seeking feedback during evaluation processes can foster professional growth and development. Principals can identify areas for improvement and take proactive steps to enhance their leadership skills, instructional practices, and management strategies. This continuous improvement mindset benefits not only the principal but also the entire school community.
• Enhanced Collaboration and Communication: Principals who delegate tasks, collaborate with colleagues, and seek support from their professional network can create a more collaborative school culture. This collaborative approach fosters open communication, shared decision-making, and collective problem-solving, leading to a more cohesive and supportive work environment.
• Increased Accountability and Transparency: Yearly evaluations provide an opportunity for principals to be held accountable for their performance and demonstrate transparency in their leadership. By engaging in evaluation activities and documenting their actions, principals can show stakeholders, such as school boards, district administrators, parents, and community members, that they are committed to continuous improvement and accountable for achieving desired outcomes.

Overall, balancing workload demands with yearly evaluations provides principals with valuable insights into effective leadership practices, time management strategies, documentation techniques, and collaboration skills. These lessons contribute to ongoing growth and development as educational leaders, ultimately benefiting students, staff, and school communities.

By working together, principals were able to leverage their collective knowledge and skills to develop more comprehensive and effective strategies than they could have individually.

LaTonya Wright is principal of Tayac Elementary School in Fort Washington, Maryland, and member of the NAESP Mastermind Group.

NAESP Mastermind Group Framework

The NAESP Mastermind Group framework is a collaborative model that brings together educational leaders to share knowledge, discuss challenges, and develop strategies to improve educational outcomes. Here’s how it works:

1. Collaborative Learning Community: Education leaders meet regularly to discuss various topics, share insights, and support each other. This collaborative environment fosters a sense of community and mutual accountability.
2. Structured Meetings: Meetings are typically structured to include discussions on specific themes, problem-solving sessions, and opportunities for members to share their experiences and best practices.
3. Facilitation by Experts: Groups are facilitated by experienced educators or leaders who guide discussions, provide insights, and ensure that meetings are effective.
4. Goal-Setting and Accountability: Members are encouraged to set personal and professional goals related to their leadership practices. Regular check-ins and peer accountability help ensure that members stay committed to achieving their objectives.
5. Reflective Practice: The framework promotes reflective practice, allowing leaders to critically analyze their approaches, learn from their experiences, and continuously improve their strategies.
6. Professional Growth: Participation contributes to professional growth and enhanced leadership skills.
7. Resource Access: Being part of the Mastermind network connects leaders with resources, experts, and additional support that are instrumental in planning and executing interventions.

Ready to get involved in the NAESP Mastermind Group? Visit naesp.org/mastermind.