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Educational Leadership: Leading in Tough Times: The Seven Principles of Sustainable Leadership. Education leaders want to accomplish goals that matter, inspire others to join them in working toward those goals, and leave a lasting legacy. Most school leadership practices create temporary, localized flurries of change but little lasting or widespread improvement. The study found some exceptions, however. From the first day of their appointment, some leaders thought hard about how they might implement deep, broad, and long- lasting reforms. The following examples from our study illustrate seven principles that together define sustainable leadership. Sustainable Leadership Matters.

The prime responsibility of all education leaders is to put in place learning that engages students intellectually, socially, and emotionally. Sustainable leadership goes beyond temporary gains in achievement scores to create lasting, meaningful improvements in learning (Glickman, 2. Stoll, Fink, & Earl, 2. Two examples illustrate this point. Talisman Park High School's principal reacted to a newly mandated 1. He decided that the most expedient way to get good results was to concentrate on boosting the achievement of students who were likely to fall just below the passing grade. Although the strategy made the school's immediate scores look good, other students who really needed help with literacy were cast by the wayside.

Meanwhile, the principal of neighboring, more ethnically diverse Wayvern High School responded to the mandated test by concentrating on improving literacy for all students in the long run. Teachers worked together to audit and improve their literacy practices and, with the help of parents and the community, focused for an entire month on improving literacy learning for everyone. The first- year results were not dramatic.

But by the second year, the school scored above the district mean, and by the third, the school had become the district's number- two performer—well ahead of privileged Talisman Park, which had opted for the quick fix. Sustainable Leadership Lasts. Sustainable leadership means planning and preparing for succession—not as an afterthought, but from the first day of a leader's appointment. Our study offered rare glimpses of thoughtful and effective succession management. One school, for example, built on its ebullient and optimistic principal's success in forging a democratically developed school improvement plan by grooming his assistant principal to replace him when he retired.

In general, however, our study showed that leadership succession is rarely successful. Charismatic leaders are followed by less- dynamic successors who cannot maintain the momentum of improvement. Leaders who turn around underperforming schools are prematurely transferred or promoted before their improvements have had a chance to stick. The history of Stewart Heights High School illustrates the revolving- door principalship (Mac. Millan, 2. 00. 0), or carousel of leadership succession (Hargreaves, Moore, Fink, Brayman, & White, 2. In the early 1. 99. Stewart Heights had been drifting for years.

Its aging staff was nostalgic for its days as a “village school” and had never accepted the challenges of its increasing urbanization and cultural diversity. The principal confessed that he did not have a particular direction or goal for the school. He just wanted to buffer his teachers from outside forces so they could concentrate on the classroom. When this principal retired, the district appointed dynamic, experienced, and somewhat abrasive Bill Matthews to replace him. Matthews believed strongly that students came first. He communicated clear expectations and a relentless determination to provide “a service to kids and the community.” By the end of Matthews' third year—after the school had made curriculum changes, planned for school improvement, restructured the guidance process, and created a more- welcoming physical environment—student and parent satisfaction had increased dramatically. Suddenly, however, Matthews was promoted to a district leadership role.

With leadership shortages surfacing across the district, his assistants were transferred as well. Into the chaos that was left behind, the district parachuted first- time principal Jim West. West would have preferred to feel his way carefully, but he and his unprepared assistants had to concentrate on implementing a newly mandated reform agenda. Within months, everything Matthews had achieved in school improvement came undone.

Traditional power blocs, such as the department heads' group that had dominated before Matthews' arrival, reasserted their authority because West needed their support to ensure compliance with the mandated reforms. Like a deer in the headlights, West displayed a lack of decisiveness that led some teachers to regard him and his assistants as ineffectual. As one long- serving teacher commented, “Nice people.

Can't cope.”Within just three years, West was moved on. In a school that had now seen four principals in six years, the staff had become cynical. Sustainable leadership demands that leaders pay serious attention to leadership succession. We can achieve this goal by grooming successors to continue important reforms, by keeping successful leaders in schools longer when they are making great strides in promoting learning, by resisting the temptation to search for irreplaceable charismatic heroes to be the saviors of our schools, by requiring all district and school improvement plans to include succession plans, and by slowing down the rate of repeated successions so teachers do not cynically decide to “wait out” all their leaders (Fink & Brayman, in press). Sustainable Leadership Spreads.

One way for leaders to leave a lasting legacy is to ensure that others share and help develop their vision. Leadership succession, therefore, means more than grooming the principal's successor. It means distributing leadership throughout the school's professional community so others can carry the torch after the principal has gone (Spillane, Halverson, & Drummond, 2. The founding principal of Durant, an alternative high school in a northeast U. S. The principal emphasized dialogue and shared decision making, and the staff came to believe that “we were all administrators.” Long after the principal's retirement, the teachers and other members of the school community continued to resist the standardizing policies of the district and state, holding fast to their founding vision by seeking waivers for their distinctive program. Durant's neighbor, Sheldon High School, experienced the full effects of white flight to the suburbs and to magnet school competitors starting in the early 1.

Sheldon saw its racial balance and intake of students with special needs shift dramatically as a result. The largely white teaching staff felt frustrated in the face of these changes and shut out of important school decisions. As an outlet for their frustrations and leadership impulses, teachers turned increasingly to their union.

As the union became more assertive, the district responded by appointing a succession of autocratic leaders—each one chosen with the idea that he could “stand up” to the union. The resulting standoff led to the school's almost complete inability to respond effectively to its changing student population.

Teachers decried lack of disciplinary support from the principal's office and refused to change their own traditional practices. These two scenarios show that sustainable leadership is not just the responsibility of the school administrator. In a highly complex world, no one leader, institution, or nation can control everything without help (Fullan, 2. Sustainable leadership must be a shared responsibility.

Sustainable Leadership Is Socially Just. Sustainable leadership benefits all students and schools—not just a few at the expense of the rest.