Your focus on coherent strategy is a missing component of a lot of leadership training, on the job coaching, and district leadership work. Much of school planning is checking boxes in required district and state planning docs that is not true strategy.
Recently, in my consulting with schools, I have been focused on "next strategic steps" questions. It has been surprising how many leaders cannot answer these questions. Your piece also raises the question of how we can recognize and nurture leaders that are adept at identifying the best "two steps out" moves and stay disciplined in implementation.
I would also argue that an unrecognized key talent that separates exceptional leaders is the ability to see more than two steps out. Those that can see 3-5 steps, and plan strategically around implementation often outperform by a wide margin. I would love to see the sector get more curious about these leaders and this skill. It could make a huge difference.
Your focus on coherent strategy is a missing component of a lot of leadership training, on the job coaching, and district leadership work. Much of school planning is checking boxes in required district and state planning docs that is not true strategy.
Recently, in my consulting with schools, I have been focused on "next strategic steps" questions. It has been surprising how many leaders cannot answer these questions. Your piece also raises the question of how we can recognize and nurture leaders that are adept at identifying the best "two steps out" moves and stay disciplined in implementation.
I would also argue that an unrecognized key talent that separates exceptional leaders is the ability to see more than two steps out. Those that can see 3-5 steps, and plan strategically around implementation often outperform by a wide margin. I would love to see the sector get more curious about these leaders and this skill. It could make a huge difference.