by Robert Franz, Head of Upper School, Tampa Prep in Tampa, FL
It’s the time of the year in schools when surprises come in bunches. The saying that things that come in threes does not hold true. They come in waves.
As I approach the head of school’s office, a knot forms in my stomach, a mixture of nervousness and anticipation. I know that within those walls, a different kind of challenge awaits – one that demands not just quick thinking, but deep reflection and thoughtful consideration.
With a deep breath, I knock on the door and step inside, ready to confront the productive struggle that lies ahead. Our conversation begins with the normal “formalities.” An agenda is passed to him to look over.
As he begins, my mind stays distracted with thoughts of how are we handling Generative AI? Which students are in academic jeopardy? Did I schedule classroom observations? How can we tweak AP placement? Then as if it were a bad scene out of a comedy, my thoughts are interrupted with a gentle “Robert, did you get that?”.
I had been watching his mouth move, but did not hear anything he said. I am honest and look at him sheepishly. I answer with, “I have no clue what you just said to me over the past 10 minutes.” He smiles and simply says, “Pace and cadence.”
The phrase resonates within me, stirring a deep sense of introspection. It serves as a poignant reminder of the importance of embracing the productive struggle inherent in leadership. Leading is not merely about finding quick solutions to complex problems; it’s about navigating challenges with patience, perseverance, and thoughtfulness. This idea asks us to consistently understand how to solve a problem that we do not understand, and it’s expected that we get a result. Instead of seeking the quick, simple, correct solution, we must have the understanding and perseverance to slow down and think of flexible answers while keeping at bay the expectation for an expedient answer from our community.
Each bi-monthly meeting with my head unveils a new layer of the productive struggle of leadership. As he poses probing questions in a scaffolded manner, I’m forced to confront the issues head-on, delving deep into the heart of the matter to find meaningful solutions. His guidance is not about providing easy answers but rather empowering me to navigate the complexities with wisdom and insight. I hear phrases in my head: “What can you learn from this experience?” “Slow down and think deep rather than thinking fast and shallow.” “Don’t worry about looking smart but be wise by pausing in your thoughts.”
The banter continues and my mind becomes focused on the direction his words are leading me. In these moments, I find myself toggling between the Heifetzian vision of being on the balcony and the dance floor, adapting my approach to meet the demands of each situation, which I learned from gcLi.
Heifetz’s concept of “the Balcony and the Dance Floor”offers a profound metaphor for understanding leadership dynamics, particularly in complex and adaptive environments. This framework encourages leaders to adopt two distinct perspectives: that of the balcony, where they gain a broader, more strategic view of the situation, and that of the dance floor, where they engage directly with the day-to-day challenges and interactions of leadership.
Slipping between these two distinctive perspectives as a leader is a true productive struggle. It’s within these “sweet spot” moments of conversation that concepts such as Heifetz’s are discussed and further allow me to truly grasp the essence of leading as learning. The discomfort of grappling with uncertainty becomes a catalyst for growth, pushing me to expand my horizons and challenge my assumptions.
Like a master teacher, the head of school’s head pauses with his advice, allowing me the space to wrestle with the issues independently. His guidance is not about providing a quick fix but rather fostering a deeper understanding of the process. Together, we navigate the whirlwind of daily challenges, pausing to reflect and learn from each experience.
I understand how these questions force me to slow down and embrace the uncomfortableness of an issue. By embracing the productive struggle, we see profound implications on shaping the way to approach decision-making, problem-solving, and organizational change. As I process my thoughts, I begin to focus on concepts such as cultivating a mindset of curiosity, humility, and resilience, moreover, understanding that productive struggle encourages leaders to adopt a reflective stance, invite feedback, and embrace failure as an opportunity for growth and improvement.
I remind myself that it is here within discomfort that we learn best and need to embrace these feelings as we ask our students to do every day. His assistance is aimed at allowing me to understand the process needed to gain an end product. He continues to say, “As school leaders our Pace and Cadence is sometimes accelerated by the whirlwind of issues we are faced with every day, and sometimes we turn away rather than turning towards the productive struggle that brings those bunches of threes to your desk. We must have the strength to pause and be reflective during times of problems of three and act wisely before trying to act quickly on issues of concern.”
This comment stirs my thoughts. I need to take time to pause, ponder, and reflect on experiences. What worked well? What could have been done differently?
As our conversation winds down and the demands of the day beckon, a sense of clarity washes over me. Leading is not just about managing tasks or making decisions; it’s about embracing the journey of continual learning, reflection, and growth. And with each step forward, I am reminded of the profound truth that leading is indeed learning, a journey filled with endless possibilities and boundless opportunities for growth.
These meetings help recenter my thoughts by allowing both of us to have a bubble in time to hit pause on the outside noise and allow for a learning opportunity to be unearthed.
“Robert, did you get that?”
I pause, look into his eyes, do my best to keep a straight face, and say, “Pace and Cadence.”
Laughter fills the room, and as I walk out of his office, I embrace the productive struggle that awaits, knowing that each challenge is an opportunity for growth and transformation.
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Robert Franz’s broad experiences in independent schools have ranged from the classroom to administration. He has served as a Department Chair, Global Studies Director, Middle School Division Director, Assistant Head of School and is currently an Upper School Division Director. Through each experience Robert has been intentional on focusing on how the pedagogy of leadership can be implemented within programming both in and out of the classroom. Robert continues to promote best practices of leadership development by presenting at annual conferences at NAIS, VAIS and FCIS. Robert attended gcLi in 2008 and helped initiate gcLi’s scholar program in 2011, then continued to work with gcLi as a faculty member as well as part of gcLi’s marketing committee.