Nurturing School Leadership

💡 Key Takeaways

 •  ​Community Pride and Continual Improvement: The notable success of a school district can often be attributed to the pride and high expectations of its community, staff, and students.

 •  Collaborative Leadership Philosophy: Effective leadership requires collaboration, gathering history and input from a variety of stakeholders to enable well-informed decisions.

 •  Empowering Leadership: The transition from educator to administrator involves empowering others to make decisions and solve problems, fostering a sense of shared leadership and autonomy across the school district.

Community as a Cornerstone for School Success

The strong sense of pride and belonging within the Cedar Grove-Belgium School District stands out as a foundational element of its achievements. Chad Brakke elaborates on how the pride among staff and students was cultivated, with "generational families" and high community expectations playing pivotal roles. He states, "Our students also have a lot of pride in our district, and so that carries you a long way when you have a lot of that sense of pride," emphasizing the importance of this emotional investment in creating an environment where students, educators, and administrators can thrive. This sense of pride is not insular but manifests in a welcoming attitude towards new members of the community, highlighting the district's inclusive nature.

 

Broader Implications

The Cedar Grove-Belgium School District's approach can serve as a replicable model for fostering a positive school culture. By nurturing community pride and maintaining high expectations, other districts could potentially replicate this district's success, further enhancing student achievement and staff fulfillment.

 

A Philosophy Rooted in Collaboration

When diving into Chad Brakke's leadership philosophy, the emphasis on collaboration is apparent. "Gathering information, making sure you have all the information, making sure you have the history," Brakke explains, this concept is key in both regular decision-making and addressing unforeseen crises such as the COVID-19 pandemic. Gathering diverse perspectives and being well-informed is crucial for any leader intending to make decisions that are beneficial not only today but for the long-term future of the school district.

 

Potential Impacts

The takeaway here extends beyond the classroom and the administrative office to all leadership contexts: Accessing the rich historical and contextual fabric of an organization can lead to more nuanced decision-making. By integrating this principle into their practice, leaders can steer their team with a deeper understanding of the nuanced landscape they are navigating.

 

Empowering Administrators and Teachers

Empowerment is the third pillar characterizing Brakke's leadership. He argues that teaching others to solve problems gradually is beneficial for overarching organizational growth, even if doing so may initially seem counterintuitive to a new leader's problem-solving instinct. "Giving people autonomy... when you're making decisions that impact their job or their workspace, getting their input and information is important," he states. This collaborative approach is integral to sound decision-making and supports the teachers' and administrators' growth as leaders within the education sector.

 

Broader Implications

In broader terms, this emphasis on leadership empowerment can be a driving force for innovation and agility within organizations. Empowered and autonomous leaders can react more dynamically to challenges, leading to improved outcomes, higher job satisfaction, and reduced turnover, positively impacting the wider community and educational standards.

 

Supporting Administrators Through Laughter and Humility

In summary, Chad Brakke's insights reinforce the notion that meaningful leadership—especially in education—stands on the pillars of community involvement, collaborative decision-making, and empowerment of subordinates to own both problems and solutions. Notably absent from conventional prescriptive narratives on how to conclude, his anecdote about approaching a leadership role with humility and a sense of humor resonates as a unique piece of advice. "Stay humble, take your responsibility seriously, but don't take yourself too seriously," he wisely offers.

In this manner, the Cedar Grove-Belgium School District’s ongoing story offers valuable learning points for educational institutions looking to build enduring legacies of academic excellence and communal unity. By investing in these guiding principles, leaders can lay the foundation for a thriving educational environment that is well-prepared for both present challenges and future endeavors.

 

MEET OUR GUEST

Chad Brakke

Chad Brakke brings over 25 years of experience in education, including nearly two decades in leadership, starting as a guidance counselor and coach, and then advancing to roles such as associate principal and principal within various Wisconsin school districts. Since 2020, he has excelled as the superintendent of the Cedar Grove-Belgium School District, where he introduced innovative programs and led the district to its highest report card ratings. Brakke holds bachelor's and master's degrees in educational counseling and administration and completed his superintendent licensure at Concordia University, Wisconsin.