Is My School Better BECAUSE I Lead It?. Baruti K. Kafele

      Introduction

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      In 2015, my third book for ASCD, The Principal 50: Critical Leadership Questions for Inspiring Schoolwide Excellence, was published. Intended for current and aspiring school leaders, the book emphasizes "looking within" to inspire excellence in others; at its core are 50 self-reflective questions for educators to ponder that get to the heart of what it means to be an effective school leader.

      I traveled around the United States and abroad to promote the book, engaging leaders in different parts of the world in discussions about the questions within it. In each of these discussions, I found myself returning to the same overarching question: "Is my school a better school because I lead it?" I would ask of school leaders, "Is your school a better school because you are there? Is there something about you that makes your school stand a better chance of success? Would your school be a better school if someone else were leading it instead of you?"

      I was surprised by the reaction—or lack of reaction—school leaders had to my overarching question. Usually I was met with silence and had to prod for responses. This makes sense, as answering the question accurately requires us to be brutally honest with ourselves—even when the truth hurts—particularly in a public forum.

      There are three key areas to consider when asking yourself if your school is better because you are there:

      Your contention is easy—it's what you think, feel, and believe about your leadership. For your contention to be valid, your evidence must support it. If your staff's perception does not align to your contention or to the evidence, then a serious disconnect is present that needs to be addressed.

      It is my strong belief that addressing and rectifying any disconnect between contentions and your evidence of leadership in schools begins with self-reflection and self-assessment, which can best be engaged in by asking and answering questions of ourselves.

      We must be entirely frank and prepared to face truths that make us uncomfortable. I learned long ago that inspiration doesn't always last, but discomfort sticks around until the root issues are resolved. Though I have been called a "motivational speaker," I prefer to think of myself as a "discomfort speaker"—my objective is to create discomfort toward inspiring leadership excellence.

      Before continuing with this book, I want you to briefly ponder the following question: "Who is that leading my school?" Have you ever stopped to consider who you are