In that order. Don’t forget the sequence.
It’s basic leadership theory. You can learn about it easily by doing the NPQH or pretty much any other leadership course. But putting that theory into practise is a little harder.
When something goes wrong in schools it’s normally because somebody didn’t follow that order.
Maybe they put relationships as their top priority and forgot that the school is there for something – it should have a goal.
Or maybe they defined the goal brilliantly but then didn’t define roles too well, so that the conscientious teachers went above and beyond their duty and ended up burning out and growing bitter.
I think the problem I’ve seen and experienced first hand recently is that we have become a ‘process-led education system’. In my previous post I asserted that too many non-negotiables take away any sense of control a teacher has. They then lose hope. Non-negotiables are an example of a process-led system. Setting non-negotiables says: this is how we do things. Now do them. Setting them without a goal and without defining roles is a symptom of a ‘frantic’ leadership team. They have become too busy to explain their actions or to think carefully about who is best suited to carry out them. And relationships: well, forget those.
If we are to get back to a collective emotional state that is calm and purposeful, without being frantic (my first post on this subject), then leadership teams are going to have to be brave and set their goals first, then define their roles for achieving the goals, then the processes by which the different roles can be fulfilled and finally work on the relationships so that everyone can get on and work positively with each other.