Eight Roles of Symbolic Leaders

This chapter on the symbolic roles of leaders provided the concepts in a unique way, but a true way. As leaders we have many different roles in our schools. These roles are seen as symbolic by the constituents.

The first role is historian. As a new leader settles into a new role as principal of a school, being a historian should be their first task. As a historian, the leader should research events from the past and how they were handled, etc. It is important for a new leader to learn as much about the culture of the school as they can.

The second role is anthropological sleuth. This role is an extension of the historian. There is only so much a historian can find out. The anthropological sleuth must investigate deeper into the culture. This will include learning and understanding the rituals and ceremonies that are unspoken in the school. These are the relationships between the teachers and what happens in the teachers' lounge, workrooms, and the hallways. A lot can be learned through these discoveries.

The third role is visionary. All leaders have a vision. As a new leader, it is difficult to change the vision, so one must include all constituents to create a shared vision. The new leader can incorporate their new vision to build on the existing vision. It is important for a new leader to acknowledge and validate the hopes and dreams of the school and redefine them.

The fourth role is school leaders as symbols. Leaders are put under a microscope by all constituents, including teachers, parents, students, and community members. Leaders must ensure that they are portraying the image they intend to.

The fifth role is a school leader as a potter. School leaders have the ability to shape the culture of a school. The leader infuses the shared vision into the culture. They celebrate the important people in the school that are carrying out the vision. They continue and celebrate traditions. All of this is done with extreme care.

The sixth role is school leaders as poets. It is important that leaders communicate with their constituents in appropriate ways and levels. The leader would not send out the same memo talking about the NAEP and PASS assessments they sent to teachers out to the community. Communications needs to be easily understood by the intended audience. Communication includes written and nonverbal. Leaders should be sure that their communications exemplify the shared values and beliefs of the school.

The seventh role is school leaders as actors. On a day to day basis leaders take on many roles and have many scenes to act in. It is imperative that leaders take the roles seriously and portray the correct actions that are influenced by the shared visions and beliefs of the school.

The eighth role is school leaders as healers. This is, in my opinion, the most important role. By the leader acting as a healer, it shows the constituents that they understand the uncertainty with change. Change is all around us, especially in the education field. We are never stagnant. Whether it is a new principal in a school or an ending to a school year, the leader acting as a healer allows these events to happen effectively by utilizing the schools shared vision and beliefs.