New Educational Leaders! Prioritize These 4 Actions to Save Your Career
Vincent Chian
Driving Innovation in Education | Inspiring the Next Generation | Leading with Passion, Vision, and Excellence in Education
Dr. Ashley was thrilled to step into her new role as the IB Diploma Coordinator. However, she quickly realized that leading in education wasn’t just about managing curriculum or ticking boxes. It was about people, systems, and ongoing growth—both for herself and her team. These four key actions turned things around for her, and they can do the same for you.
1. Prioritize Spending Time with Your Team One-on-One
When Dr. Ashley first took over, she was swamped with administrative tasks and constant meetings. As a result, she rarely found the time for individual conversations with her team members. This lack of personal interaction created a disconnect, and some teachers felt unsupported.
Recognizing the issue, Dr. Ashley shifted her focus to regular one-on-one meetings. While these sessions felt like “extra work” at first, she soon noticed their impact. Team members began opening up about their challenges, sharing ideas, and even expressing personal goals. Over time, trust grew, engagement increased, and her team’s performance improved.
These meetings also provided a safe space for feedback and honest dialogue. Studies show that regular one-on-one meetings lead to a significant increase in engagement and productivity, with employees being 3 times more likely to feel connected to their work. Moreover, research indicates that effective one-on-ones can improve team culture by over 80%. By consistently dedicating time to individual interactions, Dr. Ashley was not just managing—she was building relationships that laid the foundation for a strong, cohesive team.
2. Delegate Properly and Empower Your Team
In the early days, Dr. Ashley found it hard to delegate tasks effectively. She often took on too much herself, either out of habit or because she was unsure of her team’s capabilities. This approach not only led to burnout but also stifled her team’s growth. “I realized that by doing everything myself, I was actually limiting the potential of my team,” she later reflected.
When Dr. Ashley began delegating thoughtfully, she matched tasks to her team members’ strengths and developmental needs. For example, she asked a teacher with a passion for data to lead a student performance analysis, and another teacher who was skilled at parent communication to manage outreach. Delegation became less about getting tasks off her plate and more about empowering her team.
By giving team members ownership of meaningful tasks, Dr. Ashley fostered a sense of responsibility and increased motivation. Research supports this: teams with leaders who delegate effectively report up to 50% higher job satisfaction and productivity. Delegation isn’t merely about reducing workload; it’s about enabling others to thrive. As Dr. Ashley saw her team grow more confident and proactive, she realized that her job was to inspire and equip—not to micromanage.
3. Focus on Building Systems with Consistent Meeting Rhythms
At first, Dr. Ashley’s meetings were unstructured, leading to confusion and unclear priorities among her team. She quickly understood that without a clear system in place, communication could become chaotic. So, she introduced consistent meeting rhythms: weekly team check-ins, bi-weekly one-on-ones, and monthly strategy sessions.
These structured interactions provided predictability and clarity, ensuring that everyone knew what to expect. Dr. Ashley used team meetings for progress updates, while one-on-ones were reserved for personal development and support. This rhythm not only improved accountability but also created space for alignment on goals.
Statistics show that teams with consistent meeting schedules are 25% more likely to meet performance targets. Moreover, having regular systems in place improves role clarity, which has been linked to a 31% increase in team performance. For Dr. Ashley, implementing structured systems meant less confusion, more focus, and a team that was clear about priorities and progress.
4. Commit to Personal Development
While Dr. Ashley was focused on growing her team, she often neglected her own development. However, she soon realized that to lead effectively, she needed to continue learning herself. She started attending leadership workshops, reading books, and seeking mentorship from experienced educators.
Her investment in personal growth not only enhanced her leadership skills but also inspired her team to pursue their own development. She often shared new insights with her team, encouraging a culture of continuous improvement.
Research confirms that leaders who invest in their personal development have a positive impact on their teams, with reports of increased team engagement and motivation by 70%. By prioritizing her own learning, Dr. Ashley set an example for her team, proving that growth is a lifelong journey.
Summary: The Four Key Actions
These four actions helped Dr. Ashley not only succeed but thrive in her new role as an IB Diploma Coordinator. She learned that the true measure of leadership isn’t just what you achieve personally but how you inspire and support others. As Jack Welch once said, “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” Prioritize these actions, and you’ll build not just a successful team, but a lasting legacy.
Works Cited