Leadership Lessons from the Line

During recent labor action at our school, I learned one of the most powerful lessons of my leadership journey- community is built, not in moments of comfort, but in moments of disruption. As a school-based leader, I’ve always believed in the importance of cultivating strong ties with staff and parents, but a strike deepened that belief. It showed me that when we build a culture of collective responsibility, our school communities respond with interdependence, resilience, and solidarity, all in service to our students.

A strike notice was served, and we mobilized to support students and learning in all our schools without the support of some of the most key members, the support staff. Our team, in 72 hours, would be reduced by 30%. That 30% were team members who work with the most complex and vulnerable student population in our school, tend to operations of the building and keep students safe and accounted for daily. The team was without the following key members:

• Educational Assistants
• Office Administrators
• Learning Commons Facilitators
• Secretaries

If those team members were on strike, supporting students in their learning/school environment safely would be an impossible feat and the impossible became even more impossible when we learned that in person learning exemptions for complex learners was not feasible in our setting. We were tasked with what seemed unattainable.

The task became doable as our leadership team mobilized. How do we support those who need our support the most? By rooting ourselves in the true purpose of the work, we knew that all decisions and plans had to be around supporting those who needed our support the most. We began to plan for students with complex needs. The leadership team is comprised of 3 people, the principal, vice principal and learning coach. Together we devised a plan where all hands were on deck to support any and all learners who typically require educational assistant support to access their learning environment. Once our leadership team’s priorities were clear, and the community followed suit.

Our school council was eager to help families needing support before the strike was declared. They wanted to set up meal trains, respite hours and community center supports for families that would require extra services if students were not to attend school. The creativity and dedication to being a community was immediate and together, with the school, we mobilized. The early response to this disruption to learning was an overwhelming, how do we support those who need our support the most? Collectively we all set our sights on what we valued and allied to ensure the school community continued to thrive during job action.

Collective responsibly. This term, along with shared leadership, was always a part of the foundation we set up in our school. Prior to the strike, our school had the following foundational structures in place:

• A strong school council with solid leadership
• A shared leadership team who is aligned with creating a community that is focused on
• student success
• Purpose and trust work concurrently
• School wide understanding of education plan strategies and goals
• A large group of registered parent volunteers
• A connection and relationship with local community agencies and supports
• Consistent “communication “(more on communication needing to be rebranded to “Connection” later) through our school newsletter and social media

All of these structures were intentionally developed with our leadership team. This is how we build a culture of “collective responsibility”. This foundation was essential in supporting the learning, community and culture at our school when job action took place.

“…..we need leaders who create a culture of growth; know how to engage the hearts and minds of everyone; and focus their collective intelligence, talent and commitment to shaping a new path. They recognize that what pulls people in is meaningful work in collaboration with others. They use the group to change the group by building deep collaborative work horizontally and vertically across their organizations.” (Fullan & Quinn, p. 47)

As the strike unfolded, what could have been a period of disruption instead became a testament to the power of collective responsibility. Staff members stepped outside their usual roles, volunteering to support complex learners and ensuring no student felt abandoned. This was offered above their regular duties and commitments.

A mentality of abundance emerged. Parents rallied, organizing meal trains and respite care, showing up for families who needed extra support. Even students, sensing the gravity of the moment, took ownership and fostered a sense of unity in the halls. Amid the uncertainty, unexpected leaders emerged; individuals who might not have previously seen themselves in leadership roles took decisive action, proving that leadership is not defined by title but by commitment.

“When people cultivate an abundance mentality, they will think win-win. They will develop more self-respect and respect for others and show tremendous compassion and tenderness toward others.” (Covey, p. 43)

What bound everyone together was the unwavering belief that the school community was stronger together. Shared values led to shared action, and in these moments, it became clear that this wasn’t just a response to a crisis; it was a reflection of what had been intentionally cultivated all along.

What leadership lessons emerged from this? Following many reflections, these are the immediate lessons that can be shared:

• Entrusting the community to support a common purpose is how you strengthen the learning environment. Local agencies, school councils and parents want the same thing as educators – a safe, caring, and optimal learning environment for their children. It is essential that leaders listen, facilitate, build trust, and lift them into their role. This develops a true interconnection between home-school-community.
• There is no room for ego in education. Humility and trust are the foundation of a healthy school culture.
• Trusting others to act and support a common purpose/vision is essential. However, that vision must be clear. Ensuring clarity of purpose is one key strategy for school-based leaders.
• Shared purpose motivates others to move out of their comfort zone, mobilize and support. In turn, shared purpose builds capacity in others.

This period of collective effort brought unexpected growth. We built stronger connections with students and their families, deepened our understanding of their individual needs, and gained new insight into the programming that best supports them. In the absence of Educational Assistants, we saw firsthand how essential their role is. This experience highlighted the power of shared responsibility and reinforced that a student-centered, collaborative approach is essential to inclusion.

We witnessed increased engagement from families, stronger relationships between staff and students, and a clearer picture of how we might streamline and strengthen support going forward. Most importantly, it affirmed that equitable education thrives when all stakeholders work in alignment, each contributing their unique expertise toward a common goal. This has inspired us to re-envision our inclusive learning systems and structures with clarity and renewed purpose.

These lessons continue to shape my leadership today, reminding me daily that community is not built in isolation, but through shared action and purpose. In response, we are deepening our commitment to collective responsibility by creating new opportunities for distributed leadership, increasing parent and community involvement in decision-making, and refining our systems of communication into authentic connection. We’re investing in regular co-planning sessions, collaborative problem-solving protocols, and clearer structures for engaging all voices.

To my fellow school-based leaders: don’t wait for disruption to test your foundation, build the culture of trust, purpose, and shared responsibility now. The strength of your school community depends on it.

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