The Edgework Framework: How to Thrive in a Complex Future

In my recent article, The Edgework Framework: How to Thrive in a Complex Future (summer edition of Independent School Magazine), I describe how schools today find themselves caught between two forces—the desire to be consistent and steadfast and the need to adapt and pivot. In order to survive and thrive, innovation is essential. And although the pandemic forced a wave of innovation unlike any time in recent history—with schools adopting new tools and processes to encourage and support ideation and leveraging creative problem-solving strategies—innovation is not enough.

Schools are facing a future in which pandemics, political upheaval, natural disasters, economic volatility, and unpredictable enrollment bring into question the very infrastructures they have relied on for decades. Such a future demands not only innovative approaches and solutions but an altogether different mindset.

“We are ignoring something much deeper.”

I developed the concept of edgework within education nearly 30 years ago, refining it over the course of several decades through my own life experiences, honing it in my work as a classroom teacher and living it as a head of school, and giving the concept a name. For me, edgework is a mindset and process that engages a growth mindset, encourages perspective-taking, identifies potential opportunities, expands skill sets, and builds confidence. It powerfully influences and shapes who we are as individuals, as well as within our roles as leaders and educators in our organizations.

Establishing and nurturing a climate of edgework starts from the top. It requires courage to be vulnerable. It requires the cultivation of a school culture that gives the faculty (and, ultimately, the students) time to get anchored in their own—and the school’s—values and intentions. And it requires permission to step onto, and beyond, the edge. It is a lot more fun to peer over the edge, grab hands, and jump together. That’s teamwork, and that’s organization edgework.

This isn’t just about finding innovative answers and solutions to current problems. This isn’t just about strategic planning. This is about clarifying who we are, what our schools stand for, and setting off on a journey of discovery. Growth only happens on the edge, by stepping into unknown territory. And it is essential if our schools are to thrive in an increasingly complex future. The journey into the unknown strengthens and clarifies what matters most and what is worth holding onto.

“Authentic leaders are not afraid to “stub their toes” or afraid of people seeing their learning and growth in action because they recognize the importance of being transparent and making learning visible for others.”

I often frame the leadership journey this way:

Identify the need to grow or evolve. With the pandemic, the needs were obvious: Keep schools open and mitigate risk to staff and students. When the “need” is not thrust upon us, or perhaps less clear to the organization, we still need clarity on why change is needed or desired.

Ask big questions. Sometimes we start off with too narrow of a focus, almost as if we already know where we expect to land at the end of the journey. But what if our quest is framed as a question? What if we don’t actually know where we are going?

Commit publicly to doing the hard work. Others need to see you taking a stand and setting yourself on the path. There is something empowering in having shared a goal with others. Express your curiosity and your big questions. They can offer support and keep you accountable.

Build in time for self-reflection and be transparent with others. Too often, we do this work internally and don’t give others an opportunity to understand what we are thinking, what worries us, and what strengths or resources we bring (or need).

Identify the uncertainties and the unknowns. What feels risky? Why? What happens when things don’t go
as planned?

Visualize success. Even more powerfully, visualize the lack of success. What does “failure” looks like? How will you course-correct along the way?

Create a map of the journey. What small steps can be taken? What are the check-in points? How will learning influence the next step?

Get comfortable with being uncomfortable. All edgework is about transformation and growth. By definition we are going to get uncomfortable.

There are some basic strategies that can help each of us on the pathway to growth.

Set professional and personal goals. We tend to see our personal and professional lives as being quite separate. By articulating goals in all areas of our lives, we unlock the synergy among these goals and allow ourselves to engage our entire mind—creatively, strategically, and tactically.

Goals must be measurable, clear, and time-bound. We must intentionally review our goals at the beginning and end of each day. Most importantly, when setting goals, ask yourself, “Do these truly push me outside of my comfort zone? Do they require me to pursue new skills and knowledge? Are they ambitious enough to create a sense of discomfort?” If the answers are yes, then these are inviting you to step over the edge.

Share your goals with others. We all need accountability partners. If your goals are truly pushing you outside your comfort zone, you need others to be your safety net, check in with you, and support you when you feel self-doubt and vulnerability.

Establish a routine or ritual for reflection. I have found a five-year journal to be so effective. There is only a small space for each day’s entry (which means it is easier to commit to writing each day). The magic is that each year you come back to the same page and can re-read what you wrote on the same day in previous years. This gives you a real sense of progress—and the journey.

Observe and look for forks in the road. We know that the secret to accomplishing our goals is aligning our aspirations with the small steps and actions we take each day. But don’t forget to look for new directions and opportunities. As we move forward, the path will change. There is merit in “staying the course.”