It isn’t just whatthe systems-savvy leader says; it’s howand whenand so
much more.
Systems-savvy communicators think through questions such as these:
- What words are truthful and accurate and can be heard by the lis-
tener without increasing defensiveness or anxiety?
•What “trigger words” will put listeners on edge and inhibit their
ability to listen to the message?
•When I say what I want to say, what else might I need to say in
order to be as clear and supportive as I can be?
•What medium is most appropriate for the communication?
Thinking Interdependently
Because teachers are now asked to work together more often in pro-
fessional learning communities, we need to ask ourselves how effectively
we “play well with others.” Most likely, this behavior wasn’t a key factor
in most teachers’ decision to become a teacher. We got into the profession
to work with children or adolescents, not adults. And that has been what
we have done. Traditionally, teachers were asked to spend their time away
from students making decisions about curriculum, instruction, and assess-
ment solo, behind closed doors.
Now, more of us do business around such things as common assess-
ments and grade-level teaming. It is said that one of the most important
skills to have is an ability to think in concert with others (Costa & Kallick,
2000). Do we have the skills to do so? Do we know how to advocate and
inquire? Do we know how to dialogue and discuss? Systems-savvy leaders
are self-aware. They know that thinking with others reveals points of view
they couldn’t come up with alone. They know that their knowledge
increases if they are open to what the group has to say.
When first beginning to do action research or putting an idea in front
of a school staff to see how it is received, it is scary to imagine what data
will come back. Will others offer feedback in forms that shouldn’t be
heard? Will others dismiss the concept as not doable? The systems-savvy
leader knows that the key to change lies in learning how to think with
others, to advocate thoughtfully, and to inquire with empathy.
302 Learning and Leading with Habits of Mind