Never Enough Time: From Management to Leadership
June 15, 2026
You Are Worth My Time
June 15, 2026
Mrs. Lisa Stroll
In schools, leadership is often measured by what we accomplish, what we oversee, and how effectively we manage the day-to-day demands of our roles. But in Jewish educational leadership, there is a deeper measure of success: not what we do ourselves, but what we enable others to become.
At its core, this is a question of kavod—not as honor we receive, but as honor we give. Pirkei Avos teaches, “אֵיזֶהוּ מְכוּבָּד? הַמְּכַבֵּד אֶת הַבְּרִיּוֹת.” True honor is found in honoring others. In a leadership context, this is not a statement about personal recognition but a directive. Leadership is defined by the degree to which we create space for others to step forward, take responsibility, and grow.
This requires a fundamental shift. Instead of instinctively stepping in, solving, and leading from the front, effective leaders develop a different reflex. They look for opportunities to step back. We understand this instinctively in other areas of life. Growth does not come from observation alone. It comes from doing, from being trusted with responsibility, and from having the space to try, to struggle, and to grow. The same is true in leadership.
In schools, it is easy to fall into a pattern where, depending on the situation, the head of school or principal becomes the central point for everything. Decisions, communication, problem-solving, and accountability all flow upward to the person in charge. While this can create efficiency in the short term, it limits growth in the long term. When everything depends on the leader, the organization can only grow as far as that one person can carry it.
When leadership is cultivated intentionally, however, something different begins to take shape. People step forward. They take initiative. They begin to see themselves not only as contributors but as leaders in their own right. This shift does not happen by accident. It happens when leaders begin to view their roles differently—not as the one who must do, but as the one who must develop.
Creating Space
That shift often begins with a simple question: Where can I create space for someone else to lead?
Sometimes, that opportunity is already sitting in front of us. It may be something currently on our own plate, a responsibility we have held on to out of habit, efficiency, or a sense of accountability. With a different lens, that same responsibility can become an opportunity for someone else, not simply to assist, but to take ownership.
At other times, the opportunity emerges when we pay attention to the people around us. What are they interested in? Where do they show initiative? What might they be ready for, even if they have not yet been asked?
And sometimes, it comes from inviting others into the conversation, asking what they would like to take on, where they see themselves growing, and how they can contribute more meaningfully.
This is not passive delegation. It is intentional leadership development. It requires us to think carefully about alignment and matching the right person with the right opportunity. It requires trust in the people we hire, trust in their potential, and trust in the process of growth, even when outcomes are not perfect. It also requires a willingness to accept that growth may not always look exactly the way we would have done it ourselves. But that is precisely the point. If leadership remains centered on one person, others may contribute, but they do not develop. When leadership is shared, individuals step into roles that stretch them, challenge them, and ultimately shape them.
Allowing Visibility
Giving responsibility, however, is only the beginning. Leadership is not only about what happens behind the scenes but also about what is visible. Who is seen leading? Who is communicating? Who is representing the work? Too often, even when responsibility is shared, visibility remains centralized. Leaders step forward at key moments, presenting, communicating, or taking ownership in public-facing situations. While this may feel natural, it can quietly undermine the very growth we are trying to create.
Creating a culture of kavod means being intentional about this as well. It means allowing others to be the face of the work. It means giving them the opportunity to present, to communicate, and to stand in front of others as leaders. It means stepping back not only operationally, but visibly. These moments signal trust, build confidence, and shape how individuals begin to see themselves: not as assistants or contributors, but as leaders.
Giving Recognition
Equally important is how we handle recognition. Leadership often brings with it credit, whether intentional or not. When something goes well, it is easy for that credit to flow upward. A culture of kavod requires something different. It requires that we redirect recognition clearly and consistently, naming the individuals who led the work, highlighting their contributions, and ensuring that others know who stepped forward and made it happen.
This is more than a courtesy; it is an act of leadership. When people receive credit for their work, it reinforces identity. It communicates, both to them and to others, that they are capable of leading. Over time, this shapes culture. People begin to take initiative not because they are told to, but because they see that leadership is possible, valued, and recognized.
These ideas are deeply rooted in our mesorah. When Moshe Rabbeinu prepares to transition leadership to Yehoshua, he does not do so quietly or informally. The Torah tells us, “וַיִּסְמֹךְ אֶת יָדָיו עָלָיו”—he places his hands upon him. The transfer of leadership is visible, intentional, and affirmed before the people. The accompanying message of “חֲזַק וֶאֱמָץ” reinforces not only the responsibility of leadership but the confidence required to step into it. Leadership is not simply handed over. It is cultivated, encouraged, and strengthened.
This model offers a powerful lesson. Leadership is not simply about ensuring continuity. It is about building capacity. It is about creating the conditions in which others can step forward and succeed.
In our schools, this plays out in small, everyday decisions. Do we hold on to something because it is easier to manage ourselves, or do we see it as an opportunity for someone else? Do we step forward when visibility increases, or do we step back and allow others to lead? Do we allow recognition to default upward, or do we intentionally direct it toward those who have earned it?
These choices may seem small, but over time they define the culture of a school. A culture of kavod is not built through statements or initiatives. It is built through consistent action. It is built when people feel trusted with responsibility, when they are seen leading, and when their contributions are clearly and sincerely recognized.
Ultimately, a leader’s impact is not measured by how much they do but by how many others step forward because of them. That is the essence of building leadership within a school, and that is the true expression of kavod in leadership.
Mrs. Lisa Stroll is the head of school at Rabbi Alexander S. Gross Hebrew Academy in Miami Beach. Mrs. Stroll began her career in Canada before moving to Atlanta, where she taught middle school and later served as assistant principal at Torah Day School of Atlanta. She went on to serve as lower school principal and then head of school at Denver Academy of Torah. She holds a bachelor’s degree in elementary education from the University of Alberta and a master’s in educational leadership from Concordia University. She has participated in advanced leadership programs through Harvard Graduate School of Education, Yeshiva University, Prizmah, and DSLTI.