A Different Type of Learning Leader

When I’m asked what qualities a learning coach would possess, a learning coach being an adult learning leader responsible for building learning plans with young learners and then supporting those young learners as they work to become smarter and stronger, I think of attributes we have already identified for traditional education leaders like school principals. Recently, my friend Lawrence Kohn shared the work of Dr. Kenneth Leithwood, a Canadian school researcher focused on leadership qualities necessary for high levels of learning. Kohn writes,

“Based on the work of Dr. Kenneth Leithwood, ‘Personal Leadership Resources’ (PLRs) encompass a range of characteristics that contribute to effective leadership, going beyond just observable behaviors or practices. PLRs are a broad category that includes terms like ‘dispositions, traits, abilities and elements of leaders’ personal ‘capital.’” PLRs are inherent qualities or developed characteristics that influence how leaders approach their work and interact with others.”

“The PLRs represent the internal resources that shape a leader’s effectiveness and help to explain why some leaders are more successful than others. Understanding effective leadership practices is insufficient; one must also examine the underlying personal resources that drive those practices.”

“These resources provide the motivation, resilience, and moral compass that guide leaders’ decisions and actions, especially in the face of complex challenges.”

“Developing these PLRs are essential for effective leadership, in particular for education leaders.”

“There are three main categories of PLRs: Social, Psychological, and Ethical….”

“Social Resources: These resources are driven by the principle of social and emotional intelligence (SEI) and focus on interpersonal skills. They are essential for building relationships, managing emotions, and navigating complex social situations. There are three essential Social Resources:

Perceiving Emotions

What is it?: This involves the ability to accurately recognize and understand both one’s own emotions and those of others. This includes interpreting non-verbal cues like tone of voice, facial expressions, and body language.

Why it’s essential: Empathetic leaders who can accurately perceive emotions are better equipped to respond appropriately and build strong relationships.

Managing Emotions

What is it? Leaders with this resource can effectively manage their own emotions and inspire others to follow suit, especially in challenging situations. They understand the reasons behind emotional responses and can reflect on their potential consequences.

Why it’s essential: This ability is crucial for creating a positive and productive work environment, especially in emotionally demanding roles like education.

Acting in Emotionally Appropriate Ways

What is it? This resource involves responding to others’ emotions constructively and using emotional intelligence to inform actions.

Why its essential: Leaders skilled in this area can tailor their responses to support their goals and inspire others to follow suit. They can regulate their own emotions and choose how those emotions influence their actions.”

“While cognitive resources such as problem-solving and decision-making are essential resources, PLRs can be overlooked and at quite a price for education leaders. Leaders in all organizations need social skills to build and maintain good relationships, especially as the demand for interpersonal interaction increases. However, as complex and challenging the context for leaders in schools face these days, developing these PLRs are incredibly important.”

“[Psychological] resources draw on a field of positive psychology and represent the inner strengths and dispositions that enable leaders to thrive in complex and demanding roles. They help leaders cope with stress, persevere through challenges, and retain a forward-thinking perspective. Dr. Kennth Leithwood found there to be six key psychological resources:

Proactivity – This refers to a leader’s tendency to take initiative, identify opportunities, and take action to bring about positive change. Proactive leaders don’t wait for problems to arise; they anticipate challenges and seek ways to improve their organizations. They are driven by a desire to make a positive impact.

Optimism – Optimistic leaders retain a forward-thinking perspective and expect positive outcomes, even in the race of setbacks. This doesn’t mean they are unrealistic; rather, they possess a belief in their ability to overcome obstacles and achieve success.

Self-Efficacy – This resource demonstrates the leader’s confidence in their capacity to accomplish tasks and achieve goals. Leaders with high self-efficacy are confident in their abilities and approach challenges with a can-do attitude. This belief in their own capability is essential for persistence and resilience in challenging situations.

Resilience – Resilient leaders possess the ability to bounce back from adversity and adapt to change. They view setbacks as learning opportunities and maintain their motivation even when facing difficulties. This ability to recover and learn from challenging experiences is critical for long-term success.

Hope – Hopeful leaders have a clear vision of the future and believe in their ability to find pathways to achieve their goals. They possess both the will (agency) and the way (pathways) to navigate challenges and work towards positive outcomes.

Humility – This resource involves a realistic assessment of one’s own strengths and weaknesses, coupled with an appreciation for the contributions of others. Humble leaders create a supportive and inclusive environment where everyone feels valued and empowered to contribute.”

“Ethical resources of the moral compass guiding leaders’ decisions and actions. They include the values and principles that shape a leader’s commitment to doing what is right and just, particularly when navigating complex dilemmas. There are two main ethical resources:

Fundamental moral values – These involve universally valued principles like honesty, trustworthiness, fairness, and care for others. In educational leadership, care is particularly important, as it prioritizes the well-being and needs of both students and staff.

Professional values – equity and social justice – These values are specifically relevant to the field of education and center on creating equitable and just learning environments for all students. This involves recognizing and addressing systemic barriers to success and advocating for marginalized students. Leaders committed to equity and social justice actively work to dismantle oppressive structures and create a more inclusive and equitable school or school system.”

It’s clear to me that the traditional K-12 public school system is unable to produce most of these personal leadership resources for most of its leadership, but Leithwood’s research should not be ignored.

When it comes to scaling a new model for adult learning leadership, attributes like perceiving and managing emotions while acting in proper ways, exhibiting proactivity, optimism, self-efficacy, resilience, hope, and humility, and allowing moral values and professional values like equity and social justice to be your “north star” seems to be the start of a perfect job description for adult learning leaders committed to building learning plans for young learners while working to make them smarter and stronger in academic and social-emotional skills.

Til tomorrow. SVB