Only those who will risk going too far

can possibly find out how far one can go.

T.S. Eliot

November 24 2015

Leadership in Schools: Finding the Edge Pieces of the Jigsaw Puzzle

I can remember the excitement as a child of beginning to assemble a giant jigsaw puzzle - finding all the 'edge' pieces was always the first job - and many of those puzzles I began with such lofty ambitions never made it past the 'frame' stage!  

Leading a school begins with knowing and understand the 'edge' pieces deeply as they begin to frame all the work that will happen with children who live within the pedagogical and philosophical framework of the school.  Although many of the edge pieces are often determined by public policy, governmental decision making and school board direction, there is always room for personal pedagogical and philosophical stances to fill out the remaining lines that will determine school direction, teacher professional development, student support and the climate of the learning environment. For me as a principal, understanding my own pedagogical and philosophical beliefs will support the interview processes and vision development work I will be engaging in with teachers as the new school year evolves.

For me, regardless of which school I belong to, my personal pedagogical beliefs and philosophical stance towards teaching underwrite all the work I do with teachers, students, parents and the community.  This includes a solid belief that every day in every way my work must be about students and making on-the-spot, informed decisions about what is best for each child.  This cannot happen unless I truly believe every child is a learner and will succeed to the best of his/her ability whenever possible - and it is up to the school (and me) to try and find they ways to make the 'possible' possible. I believe that students learn best - just as adults do - in the company of their peers.  That age is not a reflection of learning ability, level or what content should be explored.  Learning should not be constrained by the walls of a classroom or even a school - learning must be borderless and seamless for students to sustain curiosity and allow for ownership of investigating and exploring. I believe every student needs to know they have control of their learning in cooperation with their parents, teachers and peers. That questions matter more than answers and that opportunities to inquire and search for information is the most effective way to learn and understand new concepts. And I firmly believe the Arts - music, art, drama, dance, creativity in every form - is intrinsically linked to successful learning - as is daily physical activity and body movement.  

These are my 'edge pieces' that constrain and extend the puzzle that is school. They are essential for effective leadership from my perspective - but they are not the same for every leader and should not be. Every school grows around and within the needs of the community, the learners, the district directions, all framed and filtered through the edges of leadership, teacher and support staff commitments and beliefs. Together, we strive to listen, consider, compromise, stretch, re-consider and always commit to advancing the learning and opportunities for the children we teach.

Pedagogy and philosophy are personal yet global, both constrained and expansive, deeply held and constantly stretched - and without them a school will drift.  The edges of the puzzle are fundamental to the successful construction of the jigsaw that is school. 

Lorraine Kinsman 
Principal, Cranston School