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March 2018 | Volume 75 | Number 6 Leading the Energized School Pages 62-67
Katie Egan Cunningham and Kristin N. Rainville
Four steps leaders can take to become positive mentors and enact a happy and productive school culture.
Research shows that our happiness as human beings leads to greater success and higher achievement (Lyumbomirsky, King, & Diner, 2005). When school leaders understand that fact and embrace it, their schools often exude positive energy. They are the kinds of schools where bold artwork lines the hallways. Where students browse the library books that are current Caldecott Award contenders, trying to decide for which picture book they should cast their vote. Where teachers know the value of making mistakes and learning from them. Where, just maybe, on a Friday morning, you might hear the guidance counselor over the loudspeaker encourage everyone—even the family members who've come to volunteer—to have a quick dance party to Pharell Williams's "Happy."
As teacher-educators, we work in a variety of preK–12 schools where we teach field-based courses and support teachers and school leaders with professional learning experiences that strengthen practice while instilling the value of joy and happiness. We work in different states, in urban and suburban settings, in schools with dual-language programs, in after-school community-based programs, and in independent schools with high tuitions. No matter the school's location, size, or demographics, we've discovered that there are certain characteristics that successful schools have that draw people in, make learning meaningful, and compel students and teachers to return day after day. We have found that leaders who inspire learning and create change have four common traits.
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