At first blush, being an administrator who is a problem solver seems like a uniquely positive trait. There are certainly enough problems in schools that require solving.
But problem-solving isn’t always as important as we think it is.
Sometimes, we can rush to solve the problem in front of us in a way that feels productive but doesn’t really help us to think deeply about what is going on in our schools. Sometimes, quickly solving the problem doesn’t allow us to see root causes. And worse, simply solving the problem in front of you quickly can have unintended consequences.
As frustrating as it can be sometimes, we need to move more slowly when we look at some of the problems in our schools. More often than not, our schools are better served when leaders don’t merely solve the problem in front of them, but rather take the time to ask questions of a range of folks to get at the real question at hand.
What we need in our schools are more leaders who ask questions of many stakeholders. When problems arise – especially ones that seem like they could be solved by just being a little harsher, a little stricter – we need to ask better questions. And we should listen to the answers.
Just like we ask teachers to do with our students.