“The questions we ask, not the answers we give reveal our vision”

Effective leaders ask penetrating, thought provoking questions. As such, effective leaders seek to create experiences that connect, stretch, challenge, and produce different thinking. Seldom, if ever do effective leaders asked questions for any other reason. Rather, they ask with the intent of pro-action. That is, causing proactive thought not defensive, reactive thinking.

In the work of transforming our school system from one where significant numbers of learners fail to learners meeting or exceeding academic as well as behavioral performance expectations requires different questions.

Simply, we will not break ineffective behaviors, antiquated practices, and low expectations by asking questions that simply are not and cannot improve the work of teaching and learning.

Currently our Board of Education is reading the National School Boards Association (NSBA) publication, The Key Work of School Boards. This work is framed around eight areas that inform the work boards of education irrespective of system size, location, or demographics do and do well. The eight areas are: Vision, Standards, Assessment, Accountability, Alignment, Climate, Collaborative Relationships, and Continuous Improvement.

A chief reason for reading this book at this time is to build capacity in asking questions of and for the Board, the superintendent, and community. It is about focusing the work of transforming a school system and its’ elected governing board, administration, and community on just that, the key work.

Interestingly enough, the motivation for writing and publishing this work was to provide a tool for board members to best fulfill their leadership role. To that end, the NSBA identified the key components from effective and successful school board practice to create a tool that at its’ core is about asking questions – questions that cause authentic, transparent, and candid conversations creating a climate for continuous improvement.

The answers to the questions aren’t easy. Rather, they are penetrating and require sincere reflection both of self and the system. The questions also reveal something extremely important that is not in any way to be construed as a negative. These questions assist in identifying what we don’t know, don’t understand, or haven’t thought about.

A significant revelation of the past several years is that leaders don’t know it all and can’t do it alone. We all, and I do mean all; including myself have much to learn about transformation.

With no disrespect, had past leadership known what to do would we be working as hard as we have these past three and half years? Of course not, but knowing what to do is all about asking the “right” questions – questions that are proactive not reactive, questions focused on improving governance, leadership, instruction, and ultimately student learning and achievement.

To avoid, therefore, repeating the past, we need to ask better questions.

I would be remiss if I didn’t connect the questions we ask with the vision we desire to achieve. “Strategic vision involves connecting the realty of the present to the possibilities of the future”. The questions we ask, not the answers we give reveal our vision.

Transformational work is about vision – strategic vision. We must remind ourselves that the vision, that preferred future where all students meet or exceed local, state, and national academic standards begins with the questions we ask.

I can think of no better place to start than to use this powerful tool and framework to ask and discuss what has led to improved governance and system performance across public education.