The “It factor” as described by author Mark Wiskup is “the remarkable ability to instantly create honest and powerful connections.” In education, we use to recognize that some teachers, administrators, parapros, coaches, and support staff had this “it factor.” We honored natural talent and giftedness in human relations until it fell out of fashion as education was reduced to test scores and scripted instruction. During that time, books like “Teach Like a Champion” offered prescriptive, formulaic practices for managing students and instruction. Our professional decision-making and lesson-crafting opportunities were stripped from us in an effort to follow the state-mandated recipe for quality instruction. In the fervor to study and replicate the science behind quality instruction, educational leaders lost sight of the other key aspect of teaching…the ART of instruction. Working with all the different students in one classroom and creating the beautiful music of learning is nothing short of masterful. It simply cannot be reduced to a set of strategies or the use of a Google Form.
Most recently, I’m reminded of the artistry of connecting and teaching kids as I watch my former principal, now retired, step into the role of assistant principal on an interim basis. The kids come in from recess and one sweet girl rushes to me to say, “I was talking to the new assistant principal during recess and he said he remembered the day you had a flat tire.” She beams up at me like someone who just had a brush with fame. I laugh and say, “Oh boy, I remember that, too.” I also now remember how powerful it is to have a leader who connects with students and teachers alike. And the connecting continues as the gym teacher shares how a boy looked up at our interim assistant principal and boldly questioned, “Who are you?” Unphased our interim assistant, smiled at the young man, offered his hand for a handshake and introduced himself. In yet another instance, a teacher across the hall wears a relaxed expression as she recounts to a small circle of teachers after school the change made to one of her more challenging class periods. She shares, “He just switched a few schedules and it’s so much better.”
This natural leader has followed his instincts as an advocate for students and teachers. He’s used his gift for relationship-building. And in just a few short weeks, he has made a difference. He’s capitalizing on his “it factor!” I revel in the validating thought that surfaces from watching him fall right back into the job that seems to come to him as naturally as breathing. Through my observation of him, I remember that I also know how to do this work. I always have. And I can trust that.
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