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When I asked my executive assistant to proof my first superintendent’s report for the public board packet, she came back and said that she was surprised that I gave so much credit to others for the work being completed by the district. A simple leadership lesson I learned from David Fridlington, my favorite battalion commander in the military, was to use your position to take care of your people and support them. He told everyone that when he presided over a promotion ceremony, he said: “Use this rank to take care of your soldiers.”

One basic concept is that when things go well, give credit to those who did the work, even if you provided the direction. Your board or other supervisors should understand that success requires leadership. The opposite is true as well. When things do not go well, the leader needs to step in and accept the blame. Even if a subordinate was negligent and their performance needs to be addressed, there is never justification for doing it in a public forum.

The traditional leadership trap

For decades, educational leadership has often mirrored the corporate world’s focus on individual achievement and personal branding. Superintendents, principals, and department heads have felt pressure to position themselves as the architects of every success, the faces of every initiative, and the voices behind every innovation. This approach, while understandable given the accountability pressures facing education leaders, creates a dangerous dynamic that undermines both team morale and long-term organizational success.

When leaders consistently claim credit for achievements, they inadvertently signal to their teams that individual contributions are less valuable than executive oversight. Faculty members, administrators, and support staff begin to feel invisible, their efforts overshadowed by leadership’s need for recognition. This dynamic is particularly damaging in educational environments, where collaboration and shared ownership of student success are essential.

Smart educational leaders understand that their primary role is not as the star of the show, but to direct in such a way that every cast member shines. When a high school’s test scores improve dramatically, the effective principal doesn’t schedule interviews to discuss their leadership philosophy. Instead, they organize a celebration highlighting the innovative teaching strategies developed by their faculty, the dedication of support staff, and the hard work of the students.

This approach accomplishes several critical objectives simultaneously. First, it builds tremendous goodwill and loyalty among team members who feel genuinely appreciated and recognized. Teachers who see their principal celebrating their classroom innovations in district newsletters or community presentations develop a deeper commitment to the school’s mission. They feel valued as both implementers of directives and as creative professionals whose expertise helps drive student success.

Building trust through recognition

Education leaders who consistently spotlight their teams create an atmosphere of trust that permeates the entire organization. When a superintendent highlights individual schools’ achievements without inserting themselves into the narrative, principals and teachers recognize that their leader is secure enough in their own position to share credit freely. This security translates into psychological safety throughout the organization, encouraging innovation and risk-taking that leads to better educational outcomes.

Consider the university department chair who, when presenting research achievements to the dean, leads with faculty accomplishments rather than departmental management strategies. Graduate students and professors in that department understand that their work will be recognized and celebrated, not appropriated by administrative oversight. This recognition culture attracts top talent and retains valuable team members who might otherwise seek environments where their contributions receive proper acknowledgment.

The ripple effect of recognition

When leaders consistently elevate their teams, they create a cascade of positive behaviors throughout the organization. Teachers who feel appreciated by their principals are more likely to recognize and celebrate their students’ achievements. Support staff who see their contributions highlighted become more invested in finding innovative solutions to operational challenges. The entire educational community benefits when recognition flows freely rather than accumulating at the top of the organizational chart.

This dynamic is particularly powerful in educational settings because it models the same growth mindset we want to instill in students. When young people see adults in their schools celebrating each other’s successes and sharing credit generously, they learn valuable lessons about collaboration, humility, and community building that extend far beyond academic subjects.

Strategic communication for team-focused leaders

Educational leaders might worry that stepping back from the spotlight will make them appear weak or uninvolved. The reality is quite the opposite. Stakeholders, from school board members to parents to community partners, are sophisticated enough to recognize that strong leaders create environments where others can excel. A principal who consistently highlights teacher innovations demonstrates their ability to recruit, develop, and retain talent. A superintendent who celebrates individual school achievements shows their skill at creating systems that enable success across diverse environments.

The key is strategic communication that makes the leader’s supporting role visible without overshadowing team members. When presenting achievements, effective leaders briefly acknowledge their role in creating conditions for success before diving deep into team member accomplishments. They might say, “We’ve worked hard to create an environment where innovation can flourish, and I’m excited to share what our incredible faculty has accomplished.”

Practical implementation strategies

Educational leaders can begin implementing this philosophy immediately through simple but powerful changes in communication habits. Instead of using “I” language when discussing successes, they can shift to “we” and “they” language that emphasizes team contributions. Rather than accepting speaking engagements about leadership strategies, they can recommend team members as presenters on innovative practices.

Internal communications offer rich opportunities for team recognition. Weekly newsletters, staff meetings, and board presentations become venues for celebrating individual and group achievements. Social media platforms allow leaders to amplify team member successes to broader audiences, creating positive publicity for both individuals and the organization. Two of the deans I currently work with are excellent examples of such active supporters of their faculty. Informal leaders can participate as well by highlighting their colleagues’ accomplishments via posting congratulatory notes on LinkedIn or other social media sites.

The long-term leadership legacy

Education leaders who consistently spotlight their teams create lasting legacies that extend far beyond their tenure. They build cultures of recognition and collaboration that persist even when leadership changes. More importantly, they develop future leaders among their team members who understand that true leadership means elevating others.

In an era when educational institutions face unprecedented challenges, from funding constraints to political pressures to rapidly changing technology, leaders who can inspire and retain talented teams have a significant competitive advantage. These leaders understand that their success is measured not by their personal recognition, but by their ability to create environments where others can achieve their highest potential.

The most effective leaders recognize that the spotlight is not a zero-sum game. When they illuminate their teams’ achievements, they don’t diminish their own leadership; they demonstrate it in its most powerful form. In education, where the ultimate goal is developing human potential, leaders who model this philosophy create ripple effects that benefit students, staff, and communities for years to come.

Dr. Steve Baule is a faculty member at Winona State University (WSU), where he teaches in the Leadership Education Department. Prior to joining WSU, Baule spent 28 years in K-12 school systems in Illinois, Indiana, and Iowa, and two years teaching in the University of Wisconsin System. For the 13 years prior to moving to the university level, Baule served as a public -school superintendent. He has written 10 books on a variety of educational and historical topics and has served on the editorial boards for two journals. Baule earned an advanced diversity and equity certificate while in the UW system. He holds a doctorate in instructional technology from Northern Illinois University and a doctorate in educational leadership and policy studies from Loyola University Chicago.

Baule’s scholarly interests focus on online student engagement, educational technology– particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve student emotional health and reduce discipline issues prior to moving into higher education. He also writes on aspects of early American history.

Baule has held memberships in the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary School Principals, the National Staff Development Council, and many of their state affiliates. He has served as a consultant in the areas of educational technology, facilities design, library program development, team building, and communications.

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