The Will to Lead, the Skill to Teach
by Anthony Muhammad and Sharroky Hollie

School reform involves a combination of developing the learning environment (the will) and developing strong instruction (the skill). Educators are called to be leaders of this will (that all children can learn and perform academically) within their school culture and the skill (the use of responsive instruction) as the keys to ensuring students learn at high levels. This means engaging and reaching students on their own terms with attention to their cultural, home, and community experiences.

This thought-provoking book has supported my self-reflection when examining why underserved students are not progressing. We must transform our own perceptions before we can help students transform their intrinsic predeterminations. Consequently, our will for student success has to be stronger than the student’s will to fail. I have adopted and shared this mindset in my work as PLT Facilitator, as well as other building leadership initiatives. I have also incorporated and shared the 3 critical elements to classroom management with a responsive pedagogy- being positive, proactive, and preventative. These elements can be the difference between finding joy in our work and reigniting the spark that matters so much in teaching and continuing to blame students and feeling burned out. When the right professional culture is connected to the right professional skill, these educator behaviors become instinctive. Every educator is charged with being part of this structural and cultural change.

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