A SCENE IN the movie “The Darkest Hour” captures the immediate aftermath of Winston Churchill delivering one of history’s most stirring speeches. An opponent in Parliament asks a colleague, “What just happened?” The friend responds, “He mobilized the English language and sent it into battle.”

It is a powerful reminder of the impact that language can have to inspire. But our language also can have the opposite effect. It can limit us as leaders and as individuals. When society is dramatically polarized, where every issue becomes political and when public schools often become the battlefront, there is a requirement not just for good leaders in public education, but great ones.

With education facing unprecedented challenges, it is our collective role to, as Michael Fullan says, “lead toward the danger.” I believe public education needs and deserves the very best you. The you without limits.

Banished Statements
To be that leader, five phrases ought to be banished from your leadership lexicon.

» No. 1: I am not a superhero.
No, this is not a call to just work harder. Think instead about the qualities that make superheroes super. Author Chris Brogan observes in his book You Are Your Own Superhero that “You are the superhero you have been waiting for.”

So nurture your super skills, such as your “spidey sense,” your deep intuition, for emerging issues. The best superhero traits — to be authentic, determined, cooperative, a team player — are the skills you need to be the leader schools deserve.

» No. 2: I don’t like to talk about privilege.
It is the third rail of public speaking — you start to talk about equity and the room gets tense, quiet, uncomfortable. I would be happy to stop talking about equity when we have a truly inclusive society, when each student feels safe and is safe, welcome and included. Without that foundation, students cannot be successful in school, and we cannot achieve what Fullan calls the moral imperative. As activist Angela Davis said, “It is not enough to be non-racist. We have to be anti-racist.”

In speaking to a group of superintendents last summer, I said that if any of them do not self-describe as a superintendent of equity today, they are not doing their job.

» No. 3: I can’t do that.
We talk with students about the growth mindset. We share the importance of learning from mistakes, of being open to new ideas, of the power of trial and error. Do we actively practice it as leaders?

How open is your school district to mistakes that build learning when it comes to the adults in the room? How willing are you to hear ideas that counter “We’ve always done it that way?” Does your district environment reflect Nelson Mandela’s sentiment “I never lose. I either win or learn”?

» No. 4: It’s not my fault.
We are now in a time when people call 911 when McDonald’s is out of McNuggets. Do you really expect parents to be understanding of the fiscal restraints that cause a boundary change? Or the end of a beloved program? Not so much.

Even when you can’t control the situation — a storm causes the power to go out, for example — you will still be judged for how well you acted in a crisis. You are always responsible. Instead of wasting energy and goodwill arguing over blame, focus on the quality of your response.

» No. 5: I am just the ______ (insert your title here).
You may not be a superhero, but as a superintendent you are the closest thing to one in your district. You need to be the leader public education deserves.

Flipped Meaning
If you take my forbidden phrases and turn them around, they become:

» I am a hero in my work;

» I am inclusive;

» I am always learning;

» I am responsible; and

» I am a learning leader focused on student success.

It is a lot to ask, but it is what public education needs. As Churchill challenged, “Sometimes doing your best is not good enough. You must do what is required.”


BRIAN WOODLAND, retired director of communications for a school district in Ontario, Canada, manages BrianInspires in Ottawa, Ontario. Twitter: @brian_woodland