Building Supportive and Predictable Instructional Leadership with Kim Marshall’s Systems and Rubric
June 15, 2026
Leading With Deference
June 15, 2026
Dr. Lea Goldstein
What’s the recipe for great school leaders? Although talent, personality, and experience are commonly cited as being most important, a substantial body of research and practice indicates that effective leadership is primarily cultivatedthrough intentional and continuous refinement. In other words, leadership is less an innate attribute and more a capacity, like a muscle, that is intentionally developed over time.
The “70–30” leadership model, based on fascinating studies of both behavior and genetics (Johnson et al., 1998, and De Neve et al., 2013), offers a helpful lens. While approximately 30% of leadership capacity may be rooted in natural dispositions, like intelligence, extroversion, stress tolerance, and energy levels, the remaining 70% is developed and shaped through experience, reflection, learning, and practice.
At the heart of strong instructional and educational leadership is a deep commitment to self-development. The most effective leaders don’t just focus on improving teaching and learning around them; they continuously work on themselves. Grounded in both educational best practice and the enduring values of Jewish learning, this approach reflects a belief that growth is ongoing and that leadership is predominantly built, not born.
In Klal Yisrael, this inner work is aptly framed as middos development, the refinement of character traits. The enduring influence of our nation’s greatest leaders stems not only from their decisions but from the qualities that they embodied.Jewish leadership is not only about what they know or do, but about who they are. For our mechanchim and educational leaders, this concept conveys both inspiration and responsibility. Leadership is an extension of character, not separate from it. The work of building schools, shaping students, and nurturing learning communities is inseparable from the work of shaping oneself.
In this framework, the middos of leadership are not merely innate traits, but qualities that are intentionally cultivated, strengthened, and consistently put into practice. Still, what is the recipe for great school leaders? What are the essential ingredients, the distinct yet interconnected qualities that effective leaders develop and refine over time?
Love
At its core, leadership begins with deeply caring for students, teachers, parents, and the mission of the school. This is not an abstract love, which is so easy to claim to feel. It shows up in relationships, presence, and a genuine commitment to the success, happiness, and wellbeing of others.
“The Tzaddik of Jerusalem” was a living example of love in action. Rabbi Aryeh Levin was known for visiting prisoners weekly, referring to them as “my children.” When accompanying his wife to the doctor, he famously declared, “Her leg hurts us,” demonstrating a deep sense of love, shared experience, and empathy. His leadership was centered on love and compassion.
Confident Humility
Humility and confidence are often seen as opposites, but in great leaders, they are complementary strengths. True humility is not thinking less of yourself or ignoring your real strengths. Rather, humility means having an accurate sense of your strengths and limitations while remaining open to growth and the perspectives of others. Leadership requires confidence, including the ability to make decisions, set direction, and stand firmly for what is right. When leaders are grounded enough to listen and learn, they can confidently lead their schools.
The balance of these two qualities allows a leader to act with clarity and without ego. Moshe Rabbeinu, who was described as exceedingly humble—”ענו מאד מכל האדם,” the humblest of men (Bamidbar 12:3)—was also our greatest leader! He led decisively, with both strength and restraint. His humility did not diminish his authority; it deepened it. Because his leadership was not self-centered, he was capable of supporting a huge kehillah with patience and compassion.
Executive Function
Strong leaders navigate complexity with skill and clarity. They prioritize, plan, multitask, and follow through. This is essential because schools are complex and dynamic environments, and without strong executive function, even the most well-intentioned efforts can break down or become unsustainable. Great leaders create systems that allow schools to run effectively while keeping teaching and learning at the front and center.
An inspirational example of a gadol who exemplified the ability to manage complexity, prioritize, plan, and follow through was Rav Aharon Kotler. Rav Aharon demonstrated extraordinary organizational clarity and discipline in building a Torah infrastructure in America. At a time when the continuation of serious Torah learning was in peril, he established Beth Medrash Govoha in Lakewood and developed it into a model for bnei Torah. His leadership required not only vision but meticulous planning, prioritization, and relentless follow-through. He created systems that allowed Torah learning to flourish while ensuring sustainability and growth. The rebuilding of the Torah world ultimately depended on executionand the ability to transform lofty ideals into enduring, functioning realities.
Social-Emotional Intelligence
Schools are human-centered environments. Leaders must navigate relationships with empathy, awareness, and skill, understanding not only what is happening but also how people are experiencing it. The capacity to lead in a way that is effective and still human creates environments where individuals feel seen, valued, and supported.
Rav Shlomo Zalman Auerbach was renowned not only for his brilliance but also for his deep sensitivity to others. He had an exceptional ability to understand how people felt and to respond in ways that preserved their dignity and trust. There are numerous anecdotes of how he went out of his way to avoid causing embarrassment, even in situations where he was clearly correct. He listened carefully, responded gently, and was attuned to the emotional experience of those around him. He would frequently validate a questioner’s thinking before offering guidance, ensuring that the person felt respected and heard. Rav Shlomo Zalman’s leadership demonstrated that true influence comes not only from knowledge or authority, but from the ability to connect with others thoughtfully, respectfully, and with genuine care.
Calm, Cool, and Collected
Great leadership requires poise, composure, and a calm presence, especially during challenging moments. The ability to remain grounded, thoughtful, and centered sets the tone for the entire school community.
Hillel HaZakein modeled extraordinary patience and emotional control. The well-known story of a man repeatedly trying to provoke Hillel highlights Hillel’s ability to remain calm, dignified, and kind under pressure. Leaders can’t afford to “lose it.” Remaining calm, cool, and collected is a cultivated leadership discipline, not merely a personality trait, and it creates stability within a school community.
Creativity
No two schools or days or challenges are the same. Effective leaders think flexibly, solve problems innovatively, and remain open to new approaches.
R’ Yochanan ben Zakkai demonstrated creativity, foresight, and courage during an immense crisis. As Yerushalayim faced destruction, he made the bold and unconventional decision to try to secure the future of Torah learning in the city of Yavneh. His leadership reflected the middos of vision and creative thinking. He was able to see beyond the immediate moment, creatively reimagine the future, and act decisively for the long-term continuity of Torah scholarship. This was an example of deeply creative leadership, involving the ability to see new possibilities when old systems were no longer viable.
Vision
Leadership is more than just managing the present. Good leaders shape the future. They articulate clear, meaningful goals and inspire a shared understanding of where the school is headed. Visionary leadership means conceiving, and helping others conceive, a reality that does not yet exist. It requires the ability, with siyata d’Shmaya, to see beyond immediate challenges, imagine new possibilities, and chart a path forward that others may not yet recognize but can ultimately grow into.
A powerful example is Rav Samson Raphael Hirsch, who articulated a compelling vision of Torah life that featured engaging with the modern world while remaining deeply rooted in mesorah. At a time of significant cultural and intellectual change, he proposed a roadmap for coexisting with the world while maintaining integrity to Torah. His leadership guided communities through change without sacrificing their core identity. With his clarity of vision, Rav Hirschdemonstrated how leaders can remain deeply rooted in values while responding thoughtfully to changing contexts.
Inspiring Excellence
Ultimately, great leaders elevate those around them. They set high expectations, support growth, and create a culture where both faculty and students strive for greatness. This matters deeply because a culture of excellence does not generate itself naturally. Such a culture is cultivated through consistent expectations, encouragement, and modeling.
The Vilna Gaon set an extraordinary standard of commitment to Torah learning, precision, and intellectual rigor. His self-discipline, prolific scholarship, and depth of knowledge inspired those around him to strive for greater clarity, mastery, and dedication. The Gaon’s example shows that inspiring excellence begins with embodying it.
Self-Awareness
Perhaps the most critical, though often overlooked, ingredient of successful leadership is a deep and honest understanding of one’s own strengths, limitations, and patterns. This self-awareness is essential. Leaders who recognize their own weaknesses, such as impatience, defensiveness, difficulty with delegating, or shying away from conflict, are far better equipped to address them. Instead of reacting impulsively, self-aware leaders can pause, reflect, and choose a more thoughtful response. This creates steadiness and trust within a school environment.
Self-awareness also allows leaders to seek support where needed. It opens the door to feedback, collaboration, and growth. Rather than seeing limitations as flaws to hide, effective leaders view them as areas for development. This is what all individuals do as they work on their middos, where ongoing refinement is essential.
Beyond basic self-awareness is the ability to see how one is seen by others. Leaders who are attuned in this way are better positioned to build trust, communicate effectively, and respond thoughtfully. Without this awareness, there is often a gap between intention and impact. Therefore, developing the capacity to seek, hear, and integrate feedback allows leaders to align their understanding of their leadership with how others experience it. In a human-centered environment like a school, this inner awareness shapes every interaction. Leaders who understand themselves lead more authentically, communicate more effectively, and build stronger, more trusting relationships.
The story of Yonah, at its core, was a journey of self-awareness. Hashem challenged him to reflect on his own feelings and assumptions, pushing him toward deeper self-understanding. Yonah is known not for his perfection, but for his willingness to examine himself honestly, take responsibility, and engage in the ongoing process of growth. His example highlights that true self-awareness often emerges through reflection, struggle, and openness to change.
Putting the Recipe Together
There is a recipe for leadership. These ingredients come to life in the day-to-day realities of schools, in classroom walkthroughs, faculty meetings, coaching conversations, and countless large and small decisions. After all, school leadership is not theoretical, a page in a book of recipes, but is practiced in real time, requiring leaders to constantly bridge big ideas with practical action.
Importantly, this recipe is not reserved for those with formal titles such as principal. Whether in the classroom, in the office, leading a team, or shaping school culture in informal ways, educators at every level can draw on these ingredients to lead.
When leaders invest in their own growth, the impact is far-reaching. Schools become more collaborative, teaching becomes more intentional, and students benefit from environments that are both rigorous and supportive. Over time, this work strengthens not only schools, but our kehillos and all of Klal Yisrael.
Recipe for Great School Leadership
(Serves an entire school community)
Ingredients:
- A strong foundation of Love for all stakeholders
- Consistent portions of Executive Function—organization, prioritization, and follow-through
- A full measure of Social-Emotional Awareness—empathy, listening, and caring
- A steady presence of Calm, Cool, and Collected
- A thoughtful infusion of Creativity
- A clear and compelling dose of Vision
- An ongoing commitment to Inspiring Excellence
- A balanced pairing of Humility and Confidence
- Lots of Self-Awareness—don’t leave out this ingredient!
Directions:
Begin by grounding all actions in genuine care for people. Layer in strong systems and organization to provide stability and clarity. Incorporate social-emotional awareness to ensure that the work remains human-centered and responsive.Maintain a calm and steady presence, particularly in moments of complexity or challenge. Introduce creativity to adapt and respond to evolving needs, while keeping a clear vision at the forefront to guide direction and decision-making.Sustain high expectations by cultivating a culture of excellence, and continuously balance humility with confidence, remaining open to learning while leading with conviction.
Serving suggestion:
Best served daily, in classrooms, offices, and hallways, and implemented collaboratively. This recipe is iterative and improves with reflection, feedback, and experience. No measuring cups required—just consistency, care, and a willingness to grow.
Dr. Lea Goldstein has served as a K-8 principal for 21 years. Before that, she thoroughly enjoyed her 17 years as a teacher. Lea earned her doctorate in educational leadership from the University of Rochester’s Warner School and her master’s in educational administration. She has permanent teaching certification from both NYS and the Israeli Ministry of Education (Misrad HaChinuch). Lea is a joyful educator who supports Zucker Jewish Academy leaders in building happy, productive cultures and setting visionary yet realistic goals. Dr. Goldstein has been mentoring and training teachers for decades and has presented at numerous conferences, including at Oxford University, Torah Umesorah, and the Consortium of Jewish Day Schools.
Sources
Johnson, A. M., Vernon, P. A., McCarthy, J. M., Molson, M., Harris, J. A., & Jang, K. L. (1998). “Nature vs. nurture: Are leaders born or made? A behavior genetic investigation of leadership style.” Twin Research: The Official Journal of the International Society for Twin Studies, 1(4), 216-223. https://doi.org/10.1375/136905298320566195.
Jan-Emmanuel De Neve, Slava Mikhaylov, Christopher T. Dawes, Nicholas A. Christakis, James H. Fowler. “Born to lead? A twin design and genetic association study of leadership role occupancy.” The Leadership Quarterly, Volume 24, Issue 1, 2013, Pages 45-60, ISSN 1048-9843, https://doi.org/10.1016/j.leaqua.2012.08.001.