The Authentic Leader

[edited to add – written on 21st June 2025]

The educational landscape in England currently feels less like a calm harbour and more like open water in a period of significant weather change. A new government is swiftly reviewing curriculum and assessment, while a revised Ofsted framework, though facing speed bumps, slowly takes shape. Real, tangible shifts in our schools remain some way off, as government bodies grapple with findings and frameworks. Even academies, once enjoying more freedoms, are likely to be brought back into the fold of the national curriculum. This isn’t a revolution, we’re told, but an evolution – yet significant unknowns persist.

In such a limbo period, school leaders find themselves in a challenging position. The urge to get ahead of the changes is understandable, but the risk of wasting time and effort on planning that won’t align is equally potent. Staff, rightly, look to middle and senior leaders for direction. So, how do we change-proof our schools in these fluid times?

My answer, honed by years in the crucible, is to look inwards, not solely outwards. This isn’t an invitation to bury our heads in the sand, but a call to return to our core purpose: the essential values and aims of the school or trust. How are these values being lived out daily by our staff? How can we deepen their understanding and embed them, irrespective of external currents?

Leading change, I’ve come to understand, is an art form, a constant navigation of volatile, often unseen deep currents. It demands more than just strategy; it requires an almost forensic understanding of human dynamics, an unshakeable commitment to our true North, and an unwavering spirit of adaptation. Through the turbulence, five fundamental principles emerge as my most reliable compass points, each a diagnostic tool sharpened by theory and practical experience:

Unearthing the “Why”: The Moral Compass Beneath the Murk.

At the heart of any profound transformation lies a compelling “why” —the “moral compass that vibrates through every decision”. As Michael Fullan ceaselessly reminds us, genuine educational change is driven by a “moral purpose” – an inherent desire to make a “tangible, positive difference in the lives of our students and the broader school community”. Without this deep conviction, I’ve observed countless initiatives falter, breeding quiet, insidious resistance. Leaders must vividly sketch an inspiring vista of the desired future, igniting a “shared, collective passion”. This means asking: “How have we decided what all pupils need to know and do… What have we emphasised and how have we ensured that we are providing the best opportunities possible?”.

Fusing the Fragments: Cultivating a Shared Horizon.

Once our moral compass is calibrated, how do we prevent efforts from drifting into disparate endeavours? Change thrives not in isolation, but in the collective power of a fleet. Fostering a profound culture of collaboration and shared leadership is the engine that shifts immense weight from a few to the collective strength of many. When educators feel genuinely connected and valued, I’ve witnessed them far more likely to lean in, to engage authentically in the often-messy change process. It’s in these collaborative spaces that new knowledge is exchanged and a true sense of shared ownership takes root. Kurt Lewin’s “unfreezing” of existing behaviours implicitly demands this shared endeavour; the undeniable necessity for change must be widely acknowledged and deeply understood.

Equipping the Crew: Bolstering Capabilities Against the Storm.

Even the clearest vision and the most fervent collaborative spirit can founder without the necessary tools and capabilities. Providing robust professional development and ongoing support isn’t negotiable for sustainable change; it’s the constant provisioning that keeps the vessel seaworthy. This means more than fleeting workshops; it’s a continuous, iterative cycle of learning, deliberate practice, candid feedback, and meticulous refinement”. Fullan’s “capacity building speaks directly to this need, empowering individuals and the organizational ecosystem with the knowledge, skills, and confidence to implement and sustain new initiatives. I meticulously design comprehensive professional development pathway that genuinely cater to diverse needs, fostering continuous professional growth.

The Unseen Anchor: Communicating Through the Fog of Change.

In times of profound transformation, communication is not just a courtesy; it’s the very lifeline that anchors trust and sustains engagement. This means being consistently clear, brutally honest, and fundamentally accessible. Beyond simply communicating a vision, it’s about a constant, open dialogue, a steady, anticipatory stream of information that disarms concerns and addresses resistance head-on. Authentic leaders, embodying integrity and openly sharing both successes and challenges, forge profound, unbreakable trust, cultivating psychological safety.

Embracing the Unknown: Navigating the True Uncharted Waters.

The path of meaningful change is rarely a straight line; it’s often fraught with unexpected shoals, hidden rocks, and sudden, disorienting shifts. Therefore, being adaptable and resilient – embracing iteration as a core philosophy – is paramount. Michael Fullan eloquently describes change as “messy,” emphasizing the urgent need for “coherence making” —the ongoing process of making sense of complexities and contradictions. This demands flexibility, a genuine willingness to learn from every misstep, and the courage to adjust course when initial headings prove flawed. Lewin’s “refreezing” stage is effective only if the “changing” stage permitted this iterative learning. Everett Rogers’ Diffusion of Innovations Theory highlights varied adoption rates, requiring leaders to be adaptable in strategies, providing varied support, and demonstrating profound resilience in the face of initial scepticism.

The recent session, drawing upon the principles outlined in my session, “Five theories on change”, proved a remarkable success in empowering and enlivening a diverse group of middle leaders within our school. This cohort, spanning various ages and experiences, was united by a palpable hunger for change and a keen desire to make the right decisions. They are, in essence, our school’s fleet of lifeboats, ready to rescue education from any hint of mediocrity, and eager to become their best selves.

The presentation’s structure, built around foundational change theories, provided a powerful framework. Michael Fullan’s emphasis on “moral purpose” particularly resonated, acting as a crucial anchor for their aspirations. By dissecting the “why” behind change, the session helped them articulate the deep-seated convictions driving their desire for improvement, transforming abstract goals into a tangible sense of purpose. This focus on making a positive difference in the lives of those affected by the change – our students and staff – aligned perfectly with their inherent drive to excel.

The discussion around Fullan’s “Emphasis on Relationships and Learning Communities”, coupled with the “Leaders you admire” exercise, unlocked a shared understanding of collaboration’s power. The aspiration for “shared leadership” in a “collaborative environment” where “individuals feel a sense of ownership and collective responsibility” was not just theoretical; it became an articulated desire. The “icebreaker” activity, designed to relieve tension, develop interpersonal communication, encourage discussion, and create a sense of connection, fostered immediate camaraderie.

Kurt Lewin’s “Changing” stage, with its explicit call for providing the necessary training and resources to help individuals adapt, spoke directly to their desire for effective professional development. The leaders, hungry for practical tools, clearly appreciated the emphasis on robust professional development, coaching, and ongoing support to acquire new skills. This resonated deeply with their eagerness to be freed to implement change effectively.

John Kotter’s “Communicate the Vision” and the concept of “Authentic Leadership” provided vital insights into building and maintaining trust. The discussion around transparent and consistent communication, and the idea of leaders sharing their honesty, integrity, and willingness to share their beliefs, goals, and even vulnerabilities, was particularly impactful. This approach, which fosters trust and encourages open dialogue, directly addressed their need to feel supported and informed amidst uncertainty.

Finally, the Diffusion of Innovations Theory, implicitly underpinned the need for adaptable strategies to address varying levels of readiness and resistance. The “Leadership pizza” exercise, a self-assessment tool for identifying key skills and attitudes, allowed for individual reflection and highlighted “areas for personal leadership development”, fostering a sense of individual agency within the larger collective.

Throughout this session, I felt a profound shift within myself. Often the “innovator” in previous settings, I found myself embodying a different kind of leadership. Gone was any hint of a “Captain Ahab” figure, relentlessly pursuing a singular vision regardless of the cost. Instead, there was the quiet confidence of an “emancipating leader”—someone akin to Atticus Finch.

This transformation, a deep self-realization of my evolving role, was evident in the way the theories were presented: not as mandates, but as diagnostic tools. My emphasis was on empowering the middle leaders to apply these frameworks to their own contexts, to think critically, and to make the right decisions. This subtly clever approach, valuing their inherent drive for excellence and providing the conceptual anchors, allowed these lifeboats to feel not just equipped, but truly unleashed, ready to navigate the complexities of educational transformation with renewed purpose and self-assurance. It was a moment of true self-actualisation for me, seeing my leadership evolve from simply providing solutions to fostering the very capability for solutions in others.

The next stages:

For Developing My Own Leadership:

Re-establish and Articulate My “Moral Compass”: The article emphasizes the importance of looking inwards and returning to the “core purpose: the essential values and aims of the school or trust”. I need to meticulously unearth my own “compelling ‘why'” – the “moral compass that vibrates through every decision”. This involves actively asking: “How have we decided what all pupils need to know and do… What have we emphasised and how have we ensured that we are providing the best opportunities possible?”. Michael Fullan reminds us that “genuine educational change is driven by a ‘moral purpose'”, which will be my anchor.

Embrace “Emancipating Leadership”: My personal evolution, as described in the article, is to move from being an “innovator” or “Captain Ahab” to an “emancipating leader”. My goal isn’t merely to provide solutions, but to foster the very capability for solutions in others. This means empowering my team to apply frameworks to their own contexts and make critical decisions.

Cultivate “Forensic Understanding of Human Dynamics”: Leading change demands “an almost forensic understanding of human dynamics”. I need to become more attuned to the often-unseen currents of resistance and actively work to cultivate “psychological safety” within our school environment.

Practice Authentic and Accessible Communication: The article stresses that communication is not just a courtesy, but “the very lifeline that anchors trust and sustains engagement”. I commit to being “consistently clear, brutally honest, and fundamentally accessible”. This involves constant, open dialogue, anticipating concerns, and addressing resistance head-on, embodying integrity, and openly sharing both successes and challenges. This approach aligns with John Kotter’s “Communicate the Vision” and the concept of “Authentic Leadership”.

Embrace Iteration and Resilience: Recognizing that “the path of meaningful change is rarely a straight line”, I need to be adaptable and resilient, embracing iteration as a core philosophy. This involves a “genuine willingness to learn from every misstep, and the courage to adjust course when initial headings prove flawed”. Michael Fullan describes change as “messy,” emphasizing the urgent need for “coherence making”.

For Developing the Skills and Leadership of Others:

Ignite a Shared “Moral Purpose” in Others: As the session with middle leaders showed, helping them “dissecting the ‘why’ behind change” helped articulate their “deep-seated convictions driving their desire for improvement”. I will strive to help my team vividly sketch an “inspiring vista of the desired future, igniting a ‘shared, collective passion'”.

Foster a Culture of Collaboration and Shared Leadership: “Change thrives not in isolation, but in the collective power of a fleet”. My focus will be on cultivating “a profound culture of collaboration and shared leadership”, where educators feel genuinely connected and valued. This will create “collaborative spaces that new knowledge is exchanged and a true sense of shared ownership takes root”, aligning with Fullan’s “Emphasis on Relationships and Learning Communities”.

Provide Robust, Continuous Professional Development: “Equipping the Crew: Bolstering Capabilities Against the Storm” is crucial, as “providing robust professional development and ongoing support isn’t negotiable for sustainable change”. This means designing comprehensive, iterative professional development pathways that genuinely cater to diverse needs, including “learning, deliberate practice, candid feedback, and meticulous refinement”. This aligns directly with Kurt Lewin’s “Changing” stage, which calls for providing “the necessary training and resources to help individuals adapt”.

Empower Through Diagnostic Tools and Frameworks: Instead of delivering mandates, I will present change theories and frameworks as “diagnostic tools” that empower staff to apply them to their own contexts and make critical decisions. The “Leadership pizza” exercise, a “self-assessment tool for identifying key skills and attitudes,” can foster individual reflection and highlight “areas for personal leadership development” within our collective.

Manage Varied Adoption Rates with Adaptable Strategies: Understanding Everett Rogers’ “Diffusion of Innovations Theory”, I know that change isn’t adopted uniformly. I’ll ensure our strategies are adaptable, providing “varied support, and demonstrating profound resilience in the face of initial scepticism”.

Cultivate Psychological Safety for Open Dialogue: As transparent communication builds trust, I will actively foster an environment of “psychological safety” where individuals feel safe to share their beliefs, goals, and even vulnerabilities. “Icebreaker” activities, as successfully used in the session, can help “relieve tension, develop interpersonal communication, encourage discussion, and create a sense of connection” from the outset.

By focusing on these areas, I believe I can not only strengthen my own leadership but also empower our school’s “fleet of lifeboats”—our middle leaders and staff—to “navigate the complexities of educational transformation with renewed purpose and self-assurance”.