“I want an answer NOW, or I’m going to the superintendent.” That was the message I walked into one morning, which my secretary left me from a demanding parent. His demand was unreasonable because it was not something I had to answer immediately. In fact, a rushed decision would have lacked thought or care.
Over the years, I have had variations of this, like people standing in the office, demanding to see me and refusing to leave until they receive an answer. I am a follow-through leader. I always respond. It may be in a moment, an hour or days, but I respond. The question is, what should I be responding to?
As a school leader, maintaining a calm and practical focus in your school requires a concerted effort to distinguish between what constitutes an emergency and what does not. People use the word “emergency” too often, but the majority of issues are not true crises, and this matters in how we prioritize our responses to our school team.
One of the most vital skills of leadership is knowing how and when to make a decision. We must be able to recognize a “now” decision versus a “later” decision — a critical distinction that determines whether we react with panic or respond with thoughtfulness.
Two categories of two school emergencies
I share regularly with my team that only two kinds of emergencies demand instant, unreserved “now” decision-making: health and safety issues. Almost nothing else must be responded to immediately.
This doesn’t mean you can’t respond quickly, but whenever someone demands an answer, it should be an informed decision whenever possible. In true emergencies, the danger is acute, and time is of the essence. We follow our protocols instantly, without second-guessing.
Why perspective and decision-timing matter
Nearly everything else falls under the category of a problem that allows for a “later” decision (a procedural response).
The danger in a school environment is treating a “later” decision (requiring thoughtful problem-solving, collaboration, or data review) as if it were a “now” decision. This is where panic spreads, resources are misallocated, and minor problems turn into crises.
The goal of informed leadership
School leaders must convey in advance their commitment to focus on the important but not urgent tasks — those “later” decisions. By investing time in planning, training, clear communication, and preventive measures, we can reduce the number of issues that unnecessarily escalate into misperceived emergencies.
When that parent called, demanding an answer, I responded that, although I had other duties to respond to, his concern was important to me. I did not want to react reflexively and discard the opportunity to make an informed, thought-out out and fair decision. His concern was a “later” decision, and I had to model calm in those moments. The teacher whom he was copying on those demands needed to see how I responded and act in kind.
This can also happen with union leadership. I have been fortunate to collaborate with incredible union teams. Sometimes, a few wanted a response in the moment. They needed my immediate concession. I knew it could wait and told them: Would you rather I make a rushed decision I have to change later, or research this and get back to you with a reliable response? The answer is obvious.
How to handle high-intensity emotions
School leaders frequently face high-intensity emotions, which is understandable since we are dealing with a family’s most precious children. We discuss and address concerns. And most people, most of the time, settle into a cohesive working relationship. They are happy we demonstrate care for their children, even if we approach things differently. A few, however, remain unconditionally irrational. It is reasonable to stand your ground with these individuals, remaining even-handed and objective in your approach. This is another example of modeling for others. Remember, as the school leader, everyone is watching (even when you don’t think they are!).
Therefore, it matters that we are not just responding for ourselves; we are also demonstrating the expectation to the entire school community, which is crucial for our work in supporting parents, staff, and, most importantly, children.
Insist that all in your school community commit to maintaining this perspective, and be sure to follow through, as you model responding to the important but not the urgent. Do not mistake the urgent for the essential. We must be vigilant when an actual danger demands a “now” decision, now more than ever. Being calm, procedural and rational in managing all other daily challenges allows for a thoughtful “later” decision. It puts everyone at ease, especially when you have established the trust that you’ll follow through. Our students and the school community need us to have the capacity to be decisive without being reactive.
Opinions expressed by SmartBrief contributors are their own.
Subscribe to SmartBrief’s FREE email newsletters to see the latest hot topics on educational leadership in ASCD and ASCDLeaders. They’re among SmartBrief’s more than 200 industry-focused newsletters.