[A]s leaders, we all have an obligation to engage in self-reflection lest we lead unconsciously or mindlessly. . . . Socrates said that the unexamined life is not worth living. Now that I am old enough to amend Socrates instead of merely quoting him, I want to add one thing, for the record: if you decide to live an unexamined life, please do not take a job that involves other people. —Parker Palmer
School leaders do not have the luxury of living unexamined lives, as Parker Palmer points out.
The creation of schools in which both young people and adults thrive requires that leaders frequently reflect on their most important purposes and the methods they use to reach those goals.
Leaders and the schools they lead benefit when leaders examine, preferably in writing, the alignment of their broader purposes and values with the daily activities of both their personal and professional lives.
Leaders who think deeply about what they are doing, why they are doing it, and the effects their actions have on others not only improve their effectiveness but model for the school community the value of such reflection.
Because of the cyclical nature of schooling, each new school year offers the possibility of a new beginning. That means that the summer months provide an extended opportunity for many educators to engage in deep reflection on their values, goals, and methods.
Take a moment today to reflect on the congruence between your values and actions. Consider making it a daily habit, if it is not one already, and use whatever opportunities the summer provides for extended reflection.