Perhaps it is in my DNA, or perhaps it is because I have been in position of authority at a school for over twenty years – I like to solve problems. It gives me great pleasure to know that I had a hand in solving the problems of others. Whether it is at a faculty meeting, or speaking with a student or parent, my position and experience provide me the opportunity to offer solutions to problems great and small. Given my longevity in leadership roles, I would like to think that my track record for helping to find successful outcomes is rather strong.

The longer I lead, however, the less inclined I am to jump straight to the role of problem solver. Call it wisdom, but through the years, I have come to understand that every “problem” that is brought to my attention may not “need” my solution. Or simply because I am in a position of authority, it does not mean that I must be the arbiter of all things.

For example, a student recently came by my office because they were annoyed by the behavior of their peer. Immediately, my brain started to kick into the problem-solving mode – that is - what actions could I take that make this all better for the student in my office? Further, wouldn’t the parents of this student want me to make things better? As the student went on, however, my instinct to be Super-Head of School subsided. I realized that this student was indeed uncomfortable, and the peer relationship was a struggle. But I trust this student, with the support of their advisor, could find ways to improve the situation without me. In the end by checking my impulses, I am providing a chance to empower my student and to let them develop their own problem-solving skills. Who knows, maybe I am even helping to create the next great Head of School?