Leave Room: Why the Best Leadership is a Cascade of Quiet

“When you wish to instruct, be brief…every word that is unnecessary only pours over the side of a brimming mind.” – Cicero

If we want our teams to think deeply, we have to stop talking so much. As Cicero noted, every unnecessary word pours over the side of a mind that is already full. Reflection is the act of creating that necessary space.

The new year is a time of reflection… and holding space for reflection at all levels of the school will, in turn, cultivate self-directedness. Think of it as a cascading culture that heads of school or principals kick off, which then impacts mid-level leaders, teacher-leaders, teachers, and students. 

Cascade of Reflection

Here’s what the “cascade of reflection” might look like in practice:  

• Principal/head of school/division head holds space for faculty to reflect at a faculty meeting

• Grade-level leaders or department chairs, and other academic leaders, hold space for the teachers they support to reflect

• Teachers protect time for their students to reflect

We have to ask ourselves: are we running a school, or are we cultivating a culture? Our highest purpose is to create a community rooted in autonomy rather than compliance. We want to be a 'learning-first' environment where we are constantly building the cognitive muscles of every single inhabitant. This happens when we distribute leadership and treat our schools as hubs of inquiry. When we do this, we transform our buildings into spaces where teachers feel supported and deeply inspired by the colleagues standing right beside them.

How do these words inspire you? How close do your schools align with this purpose? How might you lead for this higher purpose? As you look toward a new year, these words may be helpful in finding your way.

What do we mean when we say we are developing self-directed learners? Here are three traits and three reflection questions that draw out these traits:

• Self-Managing: What are the most important goals you are striving to achieve in your work right now?

• Self-Monitoring: As you reflect on your work this week, what data is informing your self-assessment?

• Self-Modifying: Given your analysis and reflection, what new insights are you having about the next steps you might take?

In essence, we aim for self-directedness because it’s a quality of a LEARNER. When we are self-directed, we embody a growth mindset, embrace our mistakes, and are constantly on the lookout for the opportunity to grow and improve. 

And when the adults in a school model a growth mindset, students thrive. 

In fact, that’s Teach Learn Thrive’s main aim: for educators to identify as learners first, and teachers second. Put another way, I want every teacher I work with to see themselves as part of that cascade of learning.  

Reflection is the engine of self-directedness. When we pause to look at our work, we naturally begin to manage our goals, monitor our progress, and modify our actions.

Teach Learn Thrive’s instructional leadership cohorts recently met, and it was a chance for me to see this culture of inquiry in action. 

Part of our meeting was for mid-year reflections on leadership. Participants named their successes, identified challenges, and teased out lessons from the highs and lows of the year so far. 

Here are some successes they identified:

• “I asked more open-ended questions when teachers came to me with challenges.”

• “I held back from giving advice during a team meeting and invited teachers into some collaborative problem-solving. It was not only effective but it built their collective efficacy.” 

• “I embedded prompts that encouraged self-directed thinking in teacher reflection templates.”

The above comments illustrate what happens when everyone in a school considers themself a learner. 

If you’re ready to nudge your school in this direction, here are some tools to help you do that:

Traffic light reflection (Versatile - use for any audience, any time!)

Mid-year Reflection for School Leaders (can be adapted for teachers, students, etc.)

As you experience this week, note how much time you talk to the people you support, whether colleagues or students. Are you filling them to the brim or inviting them to consider their own thoughts?

Creating a culture of learning isn't about adding more to the 'brim' of our school days; it’s about having the courage to leave a little room. This week, I invite you to be the guardian of that space. By talking a little less and listening a little more, you aren’t just being brief—you are being an architect of autonomy. You are shifting the focus from what we do to who we are becoming: a community of learners, standing side-by-side, finally finding the room to breathe, reflect, and thrive.

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Teach Learn Thrive is holding a winter webinar series that supports cultures of learning. Learn the coach approach to leadership and see a live coaching demonstration. Learn more here.