I KNEW NOTHING when I began working as the Head of School at an independent Montessori school. I had never run a school. I had no training in the Montessori method. I had never worked with teachers (known as “guides” at our Montessori school). If you lean toward perfectionism (as I do), nothing is more terrifying than being asked to lead something you don’t understand.
It turns out that my lack of knowledge was a good thing. Because I didn’t know anything, I asked a TON of questions. (I can refer you to some fabulous guides who bore the burden of all these questions.)
I asked “why” constantly. I wondered why we started the day when we did. I asked why we used particular vendors. I asked why we needed all these expensive materials. I also asked why we existed.
You see, at the time, the school's operations were fairly unhealthy. It had done the hard work of having fabulous classrooms and programs. But it hadn’t done the easy (it seemed to me) work of planning where it was going, what was important, and how to prioritize goals. It needed a better operational structure and financial management, increased fund development, and improved facilities management. More than anything, it needed a vision for the future and a single team of humans working toward that vision.
Along with my “why” questions, I asked many “what” questions. What does the school need? What do you need from your colleagues? From your Head of School? From parents? What is most urgent? When you reflect back a decade from now, what do you want to say about your time at the school? About the school? About your work?
In time, I asked “who” questions. I asked “how” questions. I even asked many “where” questions.
Thankfully, the faculty and staff were patient and provided thoughtful and patient answers to all the questions. Together, we took many steps toward our goals (occasionally veering off the path but correcting along the way).
As I leaned into my role as an educator, I also started observing our programs. I paid lots of attention to students, and students helped me immensely--especially in getting comfortable with my lack of knowledge.
I remember distinctly observing in an elementary classroom. One girl was working on multiplication work. A younger student approached and asked, “What are you doing?” The girl’s tone included curiosity, a tinge of awe, and a clear desire to know what was happening. When the older girl answered, “multiplication,” her younger friend wanted to know what that was! The older student began to explain, and the younger student exclaimed, “It’s like addition, but faster!” Her face was lit up, and both girls began talking excitedly about multiplication.
They understood multiplication at a level I did not have at their age because I was taught to memorize instead of being taught to learn. . Perhaps I had the knowledge of what three times seven is, but it took me many more years to learn what that meant. These first and third graders knew it. That information was theirs because they figured it out.
Today, because the faculty and staff patiently answered my questions and worked. tirelessly to make the school an amazing place, the school is a thriving community of students, faculty, staff, parents, guardians, extended families, donors, and alums.
Along the way, I learned much about leadership, about what it means to lead in a Montessori setting, and how to pay attention and observe those around me. I’m so grateful that I went into this role without having all the answers. The questions guided our process, our journey, and our results.
As I’ve transitioned to process consulting, I realized that the lack of answers and the abundance of questions is what draws me in. This is why I believe process consulting is so powerful. In process consulting, we (client and consultant) co-create a plan by asking and answering questions along the journey, learning together as we go.
Great leaders ask great questions. If you’ve read this far, I have some questions for you!