Educational Leadership - February 2012

have responsibilities in so many areas. Student achievement comes first, but we also monitor budgets, talk to teachers, supervise the lunchroom, sign off on field trips, meet and greet parents, sit in on assessments, join parent-teacher conferences, lead meetings, cheer athletic teams and artistic performances, make sure the restrooms are clean, check that supplies are received—and sometimes we manage to visit classrooms.

The list is exhausting, but there’s a common thread. Every interaction should take place in a spirit of respect, trust, and care. That doesn’t mean we don’t get frustrated or make mistakes; it does mean that we value those around us. Maybe having all of these goals, instead of focusing only on sales or wins, makes it easier to remember and follow our values.

Sometimes we learn by watching and emulating, and at other times we learn by observing so we will know what not to do. In some respects, Jobs’s leadership was remarkable. Isaacson says, “For all of his obnoxious behaviors, Jobs also had the ability to instill in his team an esprit de corps. After tearing people down, he would find ways to lift them up and make them feel that being part of the Macintosh team was an amazing mission” (p.;142).

I admire the products that were created under Jobs’s leadership, and I sure wish I owned lots of Apple stock. But I’m very glad I work in a setting that wouldn’t tolerate his sort of behaviors. Steve Jobs’s behaviors remind me that success is also measured by how we treat others. That’s difficult to capture on a scorecard, but it’s too important to ignore. ;L

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; Interdisciplinary Arts • Reading Education

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References

Gladwell, M. (2011, November 14). The tweaker: The real genius;of Steve Jobs. The New Yorker. Retrieved from www.newyorker.com/reporting/ 2011/11/14/111114fa_fact_gladwell.

Goodell, J. (2011, October 27). The Steve Jobs nobody knew. Rolling Stone, 1142, 37–42.

Isaacson, W. (2011). Steve Jobs. New York: Simon and Schuster.

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