Stepping outside Your Comfort Zone: Lessons for School Leaders

The often overwhelming tasks of educational leadership, isolation of the position, and the drive to constantly push against winds of political change can leave administrators tired, weary and feeling unappreciated. Professional development books and leadership guides may be useful for directing teachers and implementing programs, but do not lend themselves to words of support or encouragement for the instructional leader. Motivational books from business leaders do not address the unique role of school administrator in a way that might give insight into how to proceed next. Unlike business, where success is often rewarded with increased profits or public recognition, “more often than not, what we (principals) contribute goes undetected” (p. 8).

With 34 years experience as an educator, Nelson Beaudoin shares lessons learned both as a classroom teacher and an administrator. Having received national recognition as a school leader, Beaudoin has shared his leadership techniques with thousands of school administrators, and programs inspired by his work have been replicated in numerous schools throughout the nation. In his book, Stepping Outside Your Comfort Zone: Lessons for School Leaders, Beaudoin challenges and encourages school principals at all levels. His personal motto, “listen more than talk, care more than judge, and understand more than guess” (p. ix), forms his choice of narratives as he draws from his experience to bring understanding, wisdom, and humor to his audience. Stepping Outside is a collection of short stories from someone with a wide variety of experiences and an understanding of the challenges faced by educators.

Beaudoin's style of writing and use of anecdotal material create a common theme throughout the book of stepping out of one's comfort zone to be an effective leader. He clusters the stories into four different sections to bring cohesion to his overall narrative. The first section, “Making a difference,” contains eight vignettes which center around the minor theme of influencing the lives of people, empowering others, and choosing the right attitude as a leader. Beaudoin provides modern day parables on topics such as how words and actions really do affect students, and how small gestures can make big impacts. The stories encourage leaders to find success by moving beyond the day‐to‐day routine and working from an area that may not be as comfortable.

The second section, “Images of leadership,” focuses on different aspects of leadership, such as setting examples, taking risks, trying new ideas, and taking a stand. Beaudoin first points to his own style of leadership as a blending of several personal role models, including coaches, teachers, and principals. Two of his most influential role models were his father, an uneducated immigrant who became a successful businessman, and his mother, a teacher in a one‐room Canadian schoolhouse. Beaudoin shares stories of how he often had to go beyond the comfort zone to be in the right place at the right time. He encourages the reader that “leadership sometimes involves more than good ideas. Timing is also important” (p. 60). Finally, he warns that even with a title, leadership is risky and that “positional power” can be viewed as a negative thing. Good leaders tear down barriers of all sorts through communication, participation, and by reaching out to staff and students. Additionally, according to Beaudoin, little things go a long way.

In the section, “Giving students a voice,” Beaudoin offers nine different stories, giving examples of his attempts at creating opportunities for students to be heard and to take ownership in their schools. Beaudoin relates anecdotes about successful drives, projects, challenges, and experiences to demonstrate how a principal can be a strong advocate of student voice. He urges adults to entrust students with responsibility, because “they will deliver thoughtfully” (p. 98). For example, one story involved a prestigious and highly competitive grant that was awarded to Beaudoin's school. What made the story, and the school, stand out was the fact that the grant was written and submitted by the students. The grant itself was to make the school a first amendment school, a comprehensive school reform that would further elevate and protect student voice.

“Educational change” is the underlying theme running through the ten stories that comprise the final section. Beaudoin acknowledges that change is not easy, but is quite often essential. The hardest changes are those that are thrust upon leaders with no room for debate. Again, it is all in the attitude, says Beaudoin. When the district office demanded the school expand into older unused buildings instead of building new facilities, many faculty members were ready to revolt. Beaudoin created “project lemonade” to find the best advantages and to downplay the disadvantages of the move to his staff. The change in attitude of Beaudoin's staff earned them the district service award for the year when, at first, change threatened to be divisive, insulting, and, at the least, unaccommodating. Modeling attitude for students and faculty alike, Beaudoin followed the old cliché and taught his team that “when given lemons, make lemonade” (p. 116). “Project lemonade” taught them how to take the negatives and turn them into positives.

Sometimes a mere change of perception is needed. When his faculty faced what they felt was an overwhelming number of tasks for a grant, Beaudoin and his leadership team reorganized what looked like a dozen different singular tasks into three main areas of concentration. Although the actual number of things to do did not shrink, the reorganization of priorities made the job more manageable and the overall load lighter.

Beaudoin also suggests the use of position papers. Once, when applying for a comprehensive school reform grant, Beaudoin was forced to make quick decisions under a tight deadline. By writing papers that outlined both sides of the issues involved and then inviting written feedback, the grant writing committee was able to articulate the pros and cons of each issue and avoid time‐consuming point‐counterpoint debates. As decisions were made, faculty knew where everyone stood and felt that they had been given a stake in the outcome. Position papers address both sides of an issue thoroughly, often avoiding time consuming debates and allowing the faculty and staff to see that both sides, pro and con, have been given due consideration. The chapter includes a fairly detailed description of a paper and explains its overall purpose. As written, this section is a useful tool for school administrators looking for innovative ways to create a more successful staff.

Overall, Stepping Outside Your Comfort Zone is uplifting and encouraging while giving practical, applicable advice for administrators. The stories flow well and are easy to read. Stepping Outside Your Comfort Zone provides good lessons for administrators and imparts a sense of hope and comfort, especially to the struggling young newcomer who wonders what lies ahead.

While this is a book that any educator might enjoy, it seems best suited for school leaders in transition. The advice and ideas presented would be helpful to the new administrator looking to re‐invigorate a stagnate staff; the school leader who feels a sense of burnout and needs encouragement; the teacher looking to move into an administrative position; or the veteran administrator comparing stories with personal memories. Stepping Outside Your Comfort Zone provides sage advice, encouraging stories of success, an idea of the responsibilities of administrative leadership, and reflections on life in leadership. It best serves those who have stepped, or are in the process of stepping, outside their own comfort zones.