As per course,
Listen to the following podcast: Brene Brown "Armored vs Daring Leadership Part 1 & 2" Consider your reflections on your personal EI strengths and areas for growth and the podcast and answer the following in the discussion post:
What situations cause you to 'armor up' and what does that armor look like? How might you pursue 'skilling up' in order to avoid armoring and practice daring leadership?
In what ways does 'shame' exist behind the walls of your classroom, school, Board or system? How might you disrupt or unearth shame to build courageous and daring environments where belonging is inclusive, celebrates differences, embraces change, and fosters creativity and learning?
Unlocking Us With Brene Brown – Brene on Armoured vs Daring Leadership Part 1 of 2
Unlocking Us With Brene Brown – Brene on Armoured vs Daring Leadership Part 2 of 2
Discussion:
What situations cause you to 'armor up' and what does that armor look like? How might you pursue 'skilling up' in order to avoid armoring and practice daring leadership?
In what ways does 'shame' exist behind the walls of your classroom, school, Board or system (or perhaps it does not)? How might you disrupt or unearth shame to build courageous and daring environments where belonging is inclusive, celebrates differences, embraces change, and fosters creativity and learning?
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As per discussion,
With international schools, there is a grand expectation that as a teacher walks into the classroom and school, that they should be prepared and ready to produce. In situations that one has expected to be in an area of "knowing" or expertise, Brown (2022) discusses the idea of "armouring up" as an idea that people use as a facade. In many cases, this is so engrained into a workplace (even in Ontario and Colleges/Universities) that when I meet candidates, or incoming teachers, there a look I get when I ask them, so "what do you like to teach?", "what do you think your interest and excel might be." I get a question in response, "well, what do you teach here?" The conversation unfolds in a way that allows a colleague to see that honestly, I don't have an answer to that because it has been changing every year since I moved overseas. Very seldom do I have the opportunity to teach the same text more than 2 times after creating the unit. Usually this implies a sense of uncomfort, but isn't that it, its important to understand that every group of students is different, every teacher is different. Where I used to teach Shakespeare and Huxley, I am now teaching Yvette Nolan and Michelle Good. This facade that "you're the lead teacher, you can just say, 'this is what students will learn'", demonstrates how even as teachers people are willing to believe "being a knower and knowing you're right" is appropriate in leadership. Daring Leadership however, "being a learner and getting it right" (Brown, 2022) demonstrates the need to question, wonder and be brave. There is a haven of comfort that a daring leader may seek refuge in, this being the idea that asking for help is important and vital to effective leadership. When I meet someone who will be working in the English department with me, I always ask, "what worked well for you when you taught in the past, based on what you have come to understand about the students here at this school, how would you feel moving forward with what you have done before, why or why not?"
Since I have graduated from teacher's college, there has not be a year in which I did not find myself in a hard conversation, one way or another. When I first recieved opportunity to apply for a vice-principal position (however premature it was at that time-no MA which was required, but all the same, it was an open hiring position), I submitted my cover letter and resume into the pool. When weekly memo came out with notice of the new Vice-Principal named, the lot of us were shocked. This was namely because there was no actual interview that had taken place. This was a speicfic picking and created position for an incoming teacher who was married to the superintendent and didn't want to be "just teaching", which was described by the new arrival. The inquiry into the situation led the Principal into holding interviews to provide the experience that many of us had actually put our names in for the purpose of. Furthermore, these positions are often hired with base on mentoring and previous interest expressed included. The principal said that due to scheduling and timing, there would be three interviews conducted with the most qualified candidates (to be honest, when aapplying I was unaware that there were as many applicants as there were), I inquired on feedback in regards to what I was missing in my application that might be something I could spend time improving, the principal had been willing to meet, for a few minutes and stated that "I lack direction; as well as don't have enough time in a leadership role to move forward adminstratively yet." I was then ushered out quickly without being asked if there were follow-up questions or concerns, due to another meeting. I followed up with an email inquiry anyways, with reference to situations that blatanlty spoke in contradiction with what the principal had said. The follow-up respone was "Sorry, I didn't want to go into in details with you because I didn't want to embarass you in front of other staff. Come back tomorrow and we can talk more.". This conversation was more "honest", but certainly played on the "woe is me" side of the principal who implied that there needs to sympathy and understanding in the situation from the teaching staff to administration. I was then told to speak to the superintendant if I had further concerns. I did, cause I played hockey with the person, I felt comfortable enough. I was denied an official meet due to "meetings" but recieved an email saying that my resume is not an administrator's resume. I inquired if I could see an example of what that looks like. I inquired with some colleagues who were in similar positions, I actually had one colleague who shared their resume which wasn't initially helpful, but with their explanation of how they organized it-then it made great sense, but even then they said "its not necessarily how it looks, but what it says.", this is a colleague that I really didn't find a lot of common ground with, but I respected them for their willingness to be professional and have hard conversations. This depiction of armoured leadership mentioend is "tapping out of hard conversations" (Brown, 2022). Skillling-Up for hard conversations (Brown, 2022), demonstrates I sometimes go and address things based on a philosophy that a former colleague left with me. "I make a point of finding at least 1 thing that I like about everyone I work with, I will go and spend countless luncheons with that person until I can find 1 thing I like in some cases." This sentiment that resonates with me is not that negative perspective that one can hold on the speaker as "pretenious or self-conceded", but the idea that it is normal to work with all sorts of people, some are people that one can sit an enjoy a meal with, whereas others are people who we would not want to introduce to our families. I like the idea of identifying common ground in teams. Skilling up can certainly look like a forceful introduction and learned appreciation for all parts of the workplace.
In the OCT, the "blue pages", may be something of an example of how shame culture is used to derive social/professional norms. Aromoured leadership through self-policing, versus daring leaddership that endorses personal growth (Brown, 2022) requires people to be "driven internally", innovation and shame not being conducive to a model that allows for growth. I was once given a warning about taking a sick leave as a personal leave in a previous workplace. A "hush" culture of neptism was in existence, "don't ask, don't tell" sort of procedures. Our contracts did not include "personal days", and day was certainly needed. I was reported by a colleague (who remained anonymous), my principal at that time pulled me into the office, was really nervous and asked me, was I sick, what I did on my day off. I was really open (falsely thinking this was a wellness check), I was then handed a series of "disciplinary action pages" from BC that reflected situations where "sick days were inproperly used". The principal asked that I don't talk about it with colleagues and discuss my concerns or meeting about this. At that point, my question was "how will this NOT happen to someone else if we don't talk about?" and I was really concerned, if this is "just a warning", why can't we revisit this and see what a sick day versus personal day looks like on the contract. This is where I have seen and fallen victim to "shaming in the walls".
Other notes.
Cynics and critics versus participation, this is certainly a cliche issue. People are nervous about participating and are more willing to "criticize than contribute" (Brown, 2022).
Other thoughts,
What situations cause you to 'armour up' and what does that armor look like? |
Situations where I want to self-protect when I feel backed into a corner are when I am advising a staff member to improve on their job performance, and they start yelling at me and saying their way is right. It doesn’t make me feel that great, when I am dealing with this conflict. And in these situations, I try to be passive and listen to their side of the story of why they did that. I also noticed that I showed empathy in this situation, telling the staff member that I understand where they are coming from. I know to avoid an argument with them. An example would be that the staff member insists they were taught this way in their teacher’s college. However, I told them that I am in contact with the teacher’s professional development program, and I know differently. I also said that I attended the same institution, and I was taught differently. It makes me wonder about the extension of the teachers program because when I attended years ago, we were taught how to do this correctly in a shorter program. My instinct tells me that this teacher is in a rush, and doesn’t take the time to follow the ministry guidelines. I have learned over the years to ‘Armour Up’, in reality I am a soft spoken, soft hearted Indigenous Woman, that if someone say’s something negative towards me, I can break down and cry. However, by ‘Armouring Up’, and by positioning myself from the situation, and by using reflexivity, and looking at the situation through a variety of lenses, these practices have helped me to be a stronger leader in these tough conversations. |
How might you pursue 'skilling up' in order to avoid armoring and practice daring leadership? |
One way of skilling up would be what Brown said, “we suffer the heart meaning we cut off vulnerability and other emotions from our work” (2021). This allows us to be more productive. In this situation, I could have had a second person witness the conversation, like my vice-principal and to put my own emotions aside, and to focus on the content of the conversation that I am having with the staff member. In fact, based on my current experience it is advisable that you have a witness with these difficult conversations. Or you have a voice recorder to document the conversation. (With permission of the staff member knowing that you are recording the conversation) Sometimes it can have a negative impact with a complaint from the staff member. And you would need proof of what transpired in the meeting. I know as I gain more experience in the role that my courage will improve, and my vulnerability will decrease with time. I originally did my First Nation Part 1 and Part 2, over fifteen years ago. And I have had experience in the role for fifteen years, and I can see an improvement with myself during this time. I am so grateful for taking this gruelling part 2 course at Lakehead University, because I am up to standards with the provincial system. I have met several principals and colleagues across the country and have learned from everyone. Some ideas I would like to apply to our school. And ask some of you for permission of your ideas, before the course ends next week. Someone asked me if I would move back to the Provincial System, as a Principal. However, as many of you are aware, my current school is from grades JK to 12. And my intentions, was to improve the Grades 9 to 12 to provincial standards. I want to retire when I am 60. And I feel that the board has recently supported me with these educational goals, and I feel obligated to stay here till I retire. Overall, it has helped me to strengthen me through a network of leaders as I move happily forward.
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In what ways does 'shame' exist behind the walls of your classroom, school, Board or system (or perhaps it does not)? |
I really have worked on this these past months to transition our school with a positive culture in the school. However, unfortunately I did have an incident with a staff member who came up to me and said, “we are thinking that you are behaving like the previous administration.” When I asked who we was, they never released names to me. Just like how Brown said, “I have difficulty when someone comes up to me, and says we think that you are handling the situation wrong”. She then says she asks who we are, and the employee doesn’t reply. And she then tells them that basically, “I can’t resolve this unless you give me more details.” Upon analysis of this staff member, I reflect back on that they have a habit of coming into work late. I remembered that recently I had a tough conversation with them about this, and that they were expected to be on time. They were one of the support teachers in an additional core subject, and teachers have missed their prep time during the first period of day. With a private school board they seem to be more relaxed with the labour board laws. And I have been told by the director to show more empathy. However, this employee has been late over 60 times, and has caused the board additional money to be paid out to the teachers. The teachers get reimbursed for missing their prep time. Based on my experience, with private school board’s over the years, you have to understand the local culture within the school. And you can not shame the teachers behind the classroom walls. I have trained my staff to think positively, and to support each other instead of gossiping about each other. |
How might you disrupt or unearth shame to build courageous and daring environments where belonging is inclusive, celebrates differences, embraces change, and fosters creativity and learning? |
In our school, as the principal I believe what Brown said, “if you want creativity and innovation, if we want to be able to serve diverse customers we need people bringing themselves different viewpoints diversity representation inclusion” (2021). As the principal of the school it is important that I use equity across the board at all intersections and so common indicators for fitting in culture diversity. I can make sure that more people are hired from minority groups in our school, and to make sure that all employees feel respected, and free of harassment. I also need to overhaul old policies, old rules and regulations, build a diverse workforce. Other things that I could do are to eliminate hostile working environments, engage in team-building exercises that foster respect and connection within diverse groups, and implement more inclusive policies with a strong impact on my school culture. Finally, I think it is important to model and embrace the change, because staff members would be more acceptable to the change happening in the school environment. |
References
Brown, B., (2021, April 5). Armoured vs Daring Leadership. Part 1 of 2.[Video]. You Tube. https://www.youtube.com/watch?v=nB-chRrmQRU
Brown, B., (2021, April 12). Armoured vs Daring Leadership. Part 2 of 2.[Video]. You Tube. https://www.youtube.com/watch?v=8b8tH2E2b4M
