Listening, Reflecting, and Letting Go: A Story of Leadership

In my presentation “Listening, Reflecting, and Letting Go: A Story of Leadership” at the 2024 NZEALS Conference in Christchurch, New Zealand, I shared my journey of growth and transformation as a school leader. Rooted in reflective leadership, it underscored how self-awareness and resilience in the face of challenges can inspire professional and personal change as well as across an entire school community. Through my experiences at Ecole Selkirk Junior High, where our school community endured two critical incidents, I spoke to the power of rethinking leadership by emphasizing empathy, understanding, and the importance of safety—both physical and psychological.

Leadership Through Adversity

My presentation recounted my growth as a school leader following two critical events that put my leadership skills and values to the test. These incidents continued my growth from a conventional top-down leader to one who values relationships, listening, and building capacity in others. After these incidents, and the following events, I was inspired to adopt a more reflective approach, asking questions not only of the staff and students but more importantly about the part that I played.

I came to realize that our role as leaders is not merely about directing activities or managing crises but to foster an environment where staff and students felt valued and safe. This insight set the stage for several structural and cultural shifts at Ecole Selkirk Junior High. The school had been fortunate to hire a new tech-ed teacher whose unconventional yet dynamic approach to engaging students would soon become a cornerstone of the school’s success.

Crafting Futures Through Hands-On Learning: The BOSS Guitar Works Program

The newly hired Tech-ed teacher had a unique vision—teaching students to build electric guitars. This initiative went beyond traditional skills-based education by adding a practical, hands-on project that students could really engage with.

Following two critical incidents over a two-week span the students came to me with demands we respond to news stories that painted a very bleak picture of our school A meeting was held and out of the came a number of initiatives, most notably, “BOSS Guitar Works.” This program or club rather, sparked enthusiasm as students saw their hard work materialize in functional, personalized instruments.

The electric guitars created by students became the heart of the BOSS Guitar Works program. A group of student built and painted electric guitars and asked a variety of celebrities to sign them. These celebrities included musicians such as the member of RUSH, the Guess Who, Neil Young and Motley Crue as well as actors, athletes and politicians including three Canadian Prime ministers and an American president. The work culminated in two guitar auctions, where the instruments were sold, raising over $175,000 for 66 charities. This impressive outcome illustrated the program's dual benefits: a tangible financial contribution to meaningful causes and an increase in students’ sense of purpose and pride. The students weren’t merely building guitars; they were connecting with something larger, enhancing their sense of belonging and accomplishment.

Perhaps more importantly, it was noted, the engagement levels among students rose dramatically. Building these guitars became more than a project; it became a source of pride and identity. Students invested more deeply in their school environment, and with their newfound sense of belonging, they began taking ownership of their roles within the community. This spirit of involvement was evident in their eagerness to lead new initiatives, such as organizing an indoor soccer league for neighboring elementary students and inviting Canadian singer Fred Penner to perform in a special concert. Through these activities, relationships between the school and the broader community flourished, reinforcing the idea that a truly reflective leader doesn’t simply manage; they inspire a culture of shared purpose and responsibility.

Reflections and Realizations: A Transformative Approach to Leadership

At the core of my presentation were four fundamental realizations that marked a change in my approach to leadership, highlighting how self-reflection is crucial for sustainable, impactful change:

1. Building Leadership Capacity Over Delegation: I realized that effective leadership is not about simply assigning tasks but about empowering others to lead. By fostering leadership skills within his team, I helped to create a sense of agency among staff and students, enabling them to take ownership of their work and encouraging a more robust, self-sustaining school culture.
2. Prioritizing Relationships Over Transactional Interactions: Relationships, I learned, were the foundation of a thriving school. I continued to prioritize meaningful connections with students, staff, and parents. This shift strengthened trust and collaboration, enabling open communication and fostering a supportive community.
3. Listening Over Telling: The value of listening became another cornerstone of my leadership philosophy. Instead of directing and dictating, I learned to engage in conversations that allowed others to voice their perspectives. This approach cultivated a sense of respect and inclusion, helping all voices feel heard and valued.
4. Valuing Safety—Psychological and Physical: Recognizing the importance of a safe environment was one of my most profound realizations. While I understood that physical safety was important, I began to clearly see how our work needed to encompass psychological safety as well. By fostering an environment where students and staff felt secure and valued, the greater school community worked together to create a foundation for genuine growth and creativity.

Lessons from the Circle of Courage

An influential part of this work was embracing of the principles found in the Circle of Courage model, which emphasizes four core values: generosity, independence, mastery, and belonging. These values aligned closely with the goals I aspired to achieve at Ecole Selkirk Junior High and served as guiding principles in the school’s transformation.

• Generosity became apparent through the charity auctions of the guitars, where students not only crafted a product but also contributed to causes greater than themselves.
• Independence emerged as students developed autonomy through their involvement in initiatives like BOSS Guitar Works and various community events, which instilled in them a sense of confidence and responsibility.
• Mastery was cultivated as students honed skills in both craftsmanship and project management, discovering their capabilities and refining their talents.
• Belonging was reinforced through the strong, supportive community they built, where students, staff, and the larger community connected in meaningful, lasting ways.

I saw these values as the foundation of a holistic, inclusive approach to education that connected with students, driving them to excel both academically and personally.

Celebrating the Journey and Legacy

My presentation concluded with stories of how BOSS Guitar Works had not only captivated the students and the local community but had also caught the attention of renowned musicians, including rock legends like Alice Cooper and members of Nazareth. These artists, known for their passion and dedication, were moved by the students’ commitment to making a difference. This recognition from celebrated musicians served as an inspiring testament to the students’ hard work, showing them that their contributions were valued on a global scale.

I hope through presenting my journey, marked by a willingness to learn, illustrates how leaders can transform schools into vibrant communities. Through listening, reflecting, and, at times, letting go, I hope to have demonstrated that effective leadership goes beyond management—it’s about empowering others to lead, fostering connections, and creating spaces where individuals feel safe, valued, and inspired. I hope this story of leadership is a reminder of how deeply transformative schools can become when students and staff are encouraged to listen, reflect, and, ultimately, find ways to build a better future together.