The terms "heat source" and "light source" have become popular in my office recently. As curriculum coordinators and instructional specialists, we work directly with classroom teachers as advisers and advocates and are specifically instructed to provide "light" (inspiration) rather than "heat" (punishment). It's made me think a lot about the type of leadership we provide for teachers and how or why teachers need light and heat sources.
In our structure, principals are primarily heat sources while curriculum and instruction staff act as light sources. When I was a building level specialist, I never needed to provide heat. Light was sufficient. For example, my strategy with teachers was as follows:
1. Inspire teachers to do the "right thing" (light)- This worked about 80% of the time, through modeling and student response.
2. Ask teachers to do the "right thing"- This worked about 18% of the time, by explaining why, setting the stage for teacher to try, then encouraging their successes and offering suggestions for improvement.
3. Tell teachers to do it, because it is the "right thing" (heat)- For the 2% of the time this was needed, I didn't do it. My principal did.
As I contemplate getting my administrative endorsement, it occurs to me that the administrators role must be a real drag! They are called in to supply the heat while the others get to shed the light. How unfair!
It made me think about the light/heat dichotomy. Maybe it's not either or. Too many heat sources forget that they can also provide light.
Think about it. Too much heat is dangerous, uncomfortable, deathly. But too little heat is dangerous, uncomfortable, deathly as well. When principals begin with heat, it can be a huge comfort for teachers. Think of my process in reverse.
1. Tell teachers what you expect and hold them accountable. Don't make them guess how to do the "right thing" (heat)
2. Ask teachers to step out of their comfort zone in ways that are uncomfortable, but not unattainable. Support their work and show them that what you have asked them to do is valued by providing time and attention while also limiting the number of things you are asking them to focus on.
3. Inspire teachers to do the right thing (light) by showing them examples of the work done right. Send them to other schools, ask them to observe their colleagues, and perhaps most importantly, model it yourself.
It's not heat OR light. It's heat AND light.
