Telling stories; sharing "on the job" stories can be a powerful way to gain deeper understanding of your work and reinvigorate your passion for educational leadership.

One of the joys of holding leadership positions is sharing with others. Writing groups can be a path to powerful professional development, one that creates increased excitement about, and an ability to do, our work as leaders more effectively.

Almost three years ago, one superintendent wondered if some other superintendents might be interested in forming a group with the goal of writing a book. Seven of us said, "Yes!" With a tinge of skepticism about whether or not our work would actually result in a book, we launched an effort that lead to outcomes as important for each of us as the publishing of the book.

We wanted to talk about the work of superintendents from the inside, as practicing superintendents experienced it. Using a folkloric, storytelling model, we wrote "on the job" stories -- situations we lived, and the lessons we learned from reflecting on these experiences. Our premise was that stories about our work could inform others, particularly current and aspiring superintendents.

In her book, "Dakota," Kathleen Norris wrote that a "real story is as hardy as grass ... a storytelling tradition is something Plains people share with both ancient and contemporary monks: we learn our ways of being and reinforce our values by telling stories about each other."

Our first meeting was spent brainstorming possible topics, and we told stories from current and past experiences that helped us learn something valuable about our work. After the session, we went off with our individual assignments and timelines for getting our stories written. Deadlines were critical.

At our next gathering, we agreed we had terrific stories -- but they were overwhelmingly negative.

Why was that? Human nature seems to be that the job memories that surface first are our most painful ones. We agreed it was important to talk about those and what we learned from them, but because we loved our jobs (most of the time) we also wanted to share the positive side and what motivated us, and the ideas we had might help others in their professional lives.

So we talked some more, telling stories of the good stuff ... the satisfying times, the successes -- both big and little, poignant and happy.

In each round of writing we gained clarity about our mission. Yet we still needed an organizer -- some way to put this into a coherent whole. Our goal was to bring to the surface what we knew both consciously and intuitively in addition to what we learned from doing our jobs. We asked ourselves, "What is it we `know?'"

A great deal of discussion centered on the importance of understanding our work -- on "knowing." Knowing what we do and why, and importantly, with and for whom.

"Knowing" became the critical word. Knowing what and knowing whom. The "who" were those constituencies to whom we owe our best efforts. This knowing was not soft and touchy-feely, but rather while steeped in humanity, was analyzed with rigor so we could become more effective leaders.

Knowing became our organizer as we looked at the outer ring of influence and worked inward. We started with the larger perspective of the community and moved systematically to the board, the organization and its people to the staff, and finally to the core of the superintendency -- ourselves.

We wrote stories about knowing each of those constituencies, grouped them by themes, and concluded each chapter with the "lessons learned," drawn by all of us based on the group of stories.

How did we do on achieving our goals, the outcomes we had in mind? One goal was to publish a book about the work of superintendents and it was achieved. Our book was published.

Since the book is just out, our second goal of publishing this book to inform and inspire current and potential superintendents is an unknown.

What we learned, however, is there were outcomes far beyond those two goals. Some we probably knew at a subconscious level and those were made conscious, and others surprised us. The most outstanding was what a powerful form of professional development this process was. Our other key learnings are:

* Stories help us learn; they teach us and those in our organizations and enrich our lives.

* Spreading the spirit -- the culture -- of the organization, particularly in times of significant turnover in leadership positions, is critical. Stories transmit the culture in ways far more powerful than simply "telling" people about our organization and its values. Stories connect people new to the organization with the veterans; stories from new employees help the experienced folk see the organization through new eyes.

* Improving our practice requires us to talk about our work. We must listen, talk through and test ideas, get feedback, refine -- in short, continue to learn.

* Often we don't know what we think until we try to write it down. Writing helps us know what we think and clarify our fuzzy thinking. When we write for our colleagues' review and critique, we really feel the responsibility to be clear and to be able to confirm our thinking.

* Connecting to others and therefore to the bigger picture of our work keeps us grounded, and keeps our work in perspective. It is easy to become isolated, to think you are the only one facing certain issues. Not so. The group won't let you be alone and will share their "take" on your issue.

* Mentoring and caring are at the heart of this process. When we came together, we only knew each other superficially if at all. Over time we came to know each other well. We were there for each other in some very difficult times, and in the regular times, we simply invigorated each other.

Leadership work is about knowing -- knowing what to do and why. Our work is intentional, not random. Knowing must be conscious. Finding time to think doesn't just happen in the crush of daily activities and pressures. We must take time for thinking, talking and sharing. "Friendly critics" are essential to this process.

Our hope for you, our colleagues, is that you will form a group to think about and tell your stories, whether or not it results in a published work. We recommend this to you as a method for learning about your work at a deep, satisfying level, and as a way to reinvigorate your passion for this work, this joyous work.

KNOWING WHAT WE DO AND WHY

"Knowing" emerged as the organizing theme of "8 at the Top," as these excerpts show:

1 Knowing your community: When successful superintendents are asked what they feel has been an essential component to their support within the community, they always respond that they took time to embrace every community organization that interacts with the school system. From service clubs to places of worship to other educational institutions to the media, superintendents knew forming alliances was the key. In good times these community groups reach out and support opportunities for students, and in difficult times they continue to form a wide network of support on which to rely. When a superintendent has connections with both breadth and depth among community organizations, a wide range of people feel connected to the district and its leader.

2 Knowing your board: Relationships are key to success -- and survival. You hear it over and over. For the superintendent, the relationship with the board of education is absolutely critical to your success and tenure in the job. The highs, lows, twists and turns of the job are often determined by interactions with board members. From the beginning, it is important to define how best to communicate with the board as a whole and with each individual board member. While the board acts as one body in a public meeting, board members are clearly unique individuals with their own goals and beliefs about education. How the superintendent acknowledges those individuals' strengths and needs sends a message to the community.

3 Knowing your organization and its people: Every organization has a structure. The structure is both formal and informal. Typically, the formal structure is represented through an organizational chart. Such an organizational chart must be clearly understood in order to communicate effectively with all individuals in the system. The structure of an organization, no matter how small or large, new or long established, requires that to be effective, the superintendent understands all elements of the system. Making assumptions or decisions without this clear and comprehensive understanding is a sure way to contribute to the demise of the superintendent and possibly the organization itself.

4 Knowing your students: Without exception, we went into education because we care for young people and because we believe we can make a difference for them. Our caring for students is what got us going, what keeps us going, and what provides us our ultimate job satisfaction. As leaders and teachers, we work hard to connect with students, to motivate them and to be their champions. As continuous learners, we are intrigued and energized by our students, amazed at their talents and points of view, cheered by their spirit, and inspired by their lives.

5 Knowing yourself: Assuming responsibility for leading a public school district takes a great deal of inner resolve. During the rough times and the high and low times, you become well acquainted with your personal values and beliefs. You learn what it takes to sustain yourself when you feel that things are out of control. You come face to face with your own inadequacies and learn to reach deep inside yourself for courage to hang on. You discover that you really were not as well prepared for the role as you thought, and you learn that every single day has the potential to thrust you into the darkest despair or most extreme exhilaration. Throughout these challenges you realize that the ups and downs of the profession are what is constant. You learn that you experience the journey alone and that you must get to know yourself very intimately. You must emphasize building relationships since others in the organization are on the ups and downs with you. As superintendent you need to know how interpersonal interactions affect the organization and what it takes to keep the organization on track to meet the purpose of quality teaching and learning. You start by knowing yourself.

RELATED ARTICLE: A view of school leadership from those who actually do it

More than 15,000 superintendents lead school districts across the U.S., yet information about the day-to-day work of these professionals is still relatively scarce. Books and studies about superintendents and the superintendency have been written mainly by doctoral candidates and university researchers or professors with limited or no experience as school superintendents.

We wanted to talk about the work of superintendents from the inside, as it is experienced by practicing superintendents. Using a folkloric, storytelling model, we wrote "on the job" stories -- situations we lived and the lessons we learned from reflecting on these experiences. Before we wrote we talked, sharing our life stories -- who we were, what we cared about, and how we ended up as eight of the 15,000.

Our stories are about a job none of us started out to hold. Not surprisingly, we began our careers as teachers for the universal reason people become teachers -- to work with children and make a difference. Later, we moved into administration to make a greater contribution.

Our trajectories differed. Some of us followed a traditional route from assistant principal to principal, then to the central office as directors or assistant superintendents, and finally to superintendents. One went directly from principal to superintendent.

To a person, we loved being principals. So why did we keep going to become superintendents? There is, of course, no one answer, but two dominant reasons were the desire to have larger sphere of influence and a belief that somehow we could do the job not just as well, but better than we saw it being done.

The irony is, we all gave up some of the things we liked best -- the fun and important work of touching young lives directly, day in and day out, as teachers and principals. But one school is a microcosm of the bigger educational picture, and eventually we yearned to be in that bigger scene.

We were impelled forward by positive and negative forces. Mentors influenced us in life-changing ways. Some of us were told by our superintendents, "You need to become a superintendent, and you need to start getting ready now." We watched these mentors and other top superintendents to get an idea of what was in store for us, and we were grateful for their strong modeling. They gave us an indelible image of what the position should be like and the motivation to try for it.

For some, a powerful impetus came from educational or training programs -- an innovative university doctoral program, a district-wide leadership training retreat, a state superintendency academy, a national "Superintendents Prepared" program, even a Dale Carnegie course on `How to Win Friends and Influence People.'

Our experiences underscored what it took to be successful educational leaders, and helped us realize we had the strengths, skills, knowledge -- and desire -- to take on this demanding role. Most importantly, we believed we could accomplish vital goals as we continued to develop the critical art and skills of leadership for this people-intensive work. We are good at communicating because we have to, and we like to. We're good at motivation, persuasion, building relationships, uniting people and creating a team. People respond positively to our inclusive styles.

Educational practitioners are doers. We crave action and we know how to organize. But we are also big-picture people who think, analyze and reflect in a continuous, interweaving way."

From "8 at the Top: A View Inside Public Education," published by Scarecrow Press. To order, call 800-462-6420 or www.scarecroweducation.com.

Post script: When we started our book three years ago, we were all superintendents. Now? Three are former superintendents -- one retired and two teaching at universities and consulting to districts and other organizations. Five continue as superintendents, four in different districts than where they were three years ago.

Rene Townsend for Gloria Johnston, Gwen Gross, Peggy Lynch, Pat Novotney, Lorie Garcy, Benita Roberts and Libby Gil, authors of "8 at the Top." Townsend is a former superintendent, a partner in Leadership Associates, consultant for Innovative Strategies and lecturer at CSU San Marcos.