Educator Interview

Are leadership styles generational?  Does experience significantly change a leader’s mind-set regarding leadership?  These are the questions I asked myself as I prepared to interview two respected educators and leaders I have had the privilege to work with— Stephanie Ferguson, recently appointed Career and Technology Director as well as District Spokesperson, and Norma Miller, retired principal with over forty years in education, twenty-five of which were in administration.

Although the two women are separated by thirty years in age and a wide array of experience, they did hold some core beliefs in common:  strong ethical standards, the effective use of communication, and the vision of the school as the catalyst for student success.  Both also cited experience as a major attribute of a good principal. 

However, where the two leaders differed was in their leadership style.  While both believe in valuing their staffs, Ms. Ferguson’s answers to many of the questions focused more on the program as a whole than the individuals within that program.  Her answer regarding campus climate, for instance, cited collegiality as a positive she would like to see continued, but she went on to say that she would like more intermixing of pathways—a reference to improving the program rather than the culture.  Her reluctance to use collaborative decision-making, her propensity to shy away from confrontation and her view of loneliness as the biggest drawback to leadership all speak to a vision of leadership as being separate from the group. 

On the other hand, Ms. Miller’s answers almost always referred to the importance of her staff.  Honesty with her teachers, for instance, is one of the ethics she holds dear.  She also spoke of hiring the right fit, sharing the same vision, using collaborative decision-making and backing up ideas with research and facts, and not just expecting her staff to follow her blindly.

When it comes to interaction with teachers, Ms. Ferguson admitted that she shies away from confrontation, while Ms. Miller meets it head-on, relying on a matter-of-fact treatment of the situation.  Ms. Ferguson stated that the biggest drawback to leadership is loneliness, while Ms. Miller stated that camaraderie was the most positive aspect of leadership.

Comparing the answers of the interviewees, I find myself comparing their backgrounds.  Ms. Ferguson taught journalism before being hired as the district communication officer.  She is new to her directorship, and has not had much experience with group dynamics other than in the classroom.  Whereas Ms. Miller has had twenty-five years of leadership experience and cites her staff members as the reason for her success and longevity. 

In comparing my own views with the answers of my interviewees, I have to admit that I lean more toward the leadership style of Ms. Ferguson.  While I would certainly want to make sure that my teachers were cared for and valued, the success of the program and the students would be paramount.

I realize that my own background—similar to Ms. Ferguson’s in that because of the subjects I teach, I have often felt as if I were an island unto myself—might be why I share those views.  However, I’m not sure I want to share all those views.  I want to look back on my career and also be able to say that camaraderie really is one of the positive aspects of leadership.

So are leadership styles generational?  Does experience significantly change a leader’s mind-set regarding leadership? I would need to interview a good many more leaders to come to a conclusive decision, but I don’t think styles are generational.  I think leadership styles are dependent on background and personality and yes, experience—if we’re open to learning from our own experience and the experience of others.