Beware of Quick Fixes
We b e l i e v e t h a t t h e m e t a p h o r o f a f i r e f i g h t e r a p t l y d e s c r i b e s t h e d a y - t o - d a y
job of a principal. Although principals and superintendents strive to be
instructional leaders, more often than not they end up managing tasks
and demands. Because of the increasing demands from our schools, every
time staff members, students, district personnel, parents, or community
members want something, school leaders tend to try to quickly solve the
problem. With heightened accountability for student learning, demands
for rapid-fire solutions have increased. No Child Left Behind has placed
responsibility for student learning in our hands—which is a good thing;
however, we are also noticing a rush to quick fixes such as listing stan-
dards on chalkboards or creating pacing guides. When schools move rap-
idly to the quick fix, they inadvertently move away from fostering the
Habits of Mind. When firefighters are faced with a roaring fire, there is no
time to think; they must depend on using past knowledge to respond
immediately. Is this what we want for our schools? We think not.
So, how do we get from firefighter to education leader? Goethe said,
“The things that matter most should never be at the mercy of things that
matter least.” Learning for students and adults is our most important job.
That means principals and superintendents must keep the focus on learn-
ing as the priority and not be pulled away at every request. An example
would be having a classroom observation scheduled and then being faced
with a parent who comes into the office to complain about parking at the
band concert. Which is more important? Leaders need routines, ways to
assure the parent that you will get back to them while keeping the focus
on that all-encompassing job—improving student learning.
In a system that rewards the quick fix, it takes tremendous focus for
leaders to manage their impulsivityand not solve every problem immedi-
ately and to persistin staying focused on what matters most. Principals and
superintendents must think creatively,imagineother possibilities for solv-
ing problems, and innovatewhen possible. Einstein said, “You cannot solve
problems at the same level of thinking that created them.” We believe he
was right. When we need to slow down or reframe our thinking, we seek
other professionals who have served as our coaches or friendly critics.
312 Learning and Leading with Habits of Mind