Академический Документы
Профессиональный Документы
Культура Документы
Monahan
EDLD 610 November 19, 2014
No work is more important than that of an educator. Education, and more specifically
formal schooling, constantly affects societies worldwide. For those who have access to quality
education in the 21st century, doors of opportunity open to almost limitless possibilities. Those
who are unable, or unwilling, to take advantage of quality educational opportunities languish in
disadvantage.
The purpose of schooling is to produce well-rounded people who are lifelong learners
who actively contribute to the advancement of society. Schooling should prepare students to be
problem solvers in a rapidly changing world. It should focus on outcomes, that is, what students
are able to do as the result of their education. Quality education prepares students for lifelong
learning by teaching them not what to think, but how to learn. Educational vision should inform
school systems that reflect the ideals of a society. These systems, and vision, must also be agents
of societal change. In the United States, quality schooling contributes to the democratic process
of leadership is democratic, applies a power-with approach, and strives for integrative thinking.
Follett, who challenged the hierarchy-based industrial model of leadership as a writer and
speaker during Americas Progressive Era. Follett is clear that leadership needs a fresh approach
in a rapidly changing world. Leaders are ultimately responsible for outcomes. However, the
ways in which organizations achieve outcomes must evolve. The industrial model of managers
1
compared with a collective approach that employs the gifts, talents and experiences of everyone
with a stake in the organization. Because schools affect, and are affected by, many interested
Follett challenges the notions of power and authority that prevailed in Americas Gilded
Age. She argues that leaders who wield their titles as weapons against perceived challenges to
their power have a misplaced focus. Follett advocates for a conception of power-with, a
jointly developed power, a co-active, not a coercive power.2 Rather than dealing with situations
by striving to gain control of people, leaders should work with people to address situations.
School leaders who work with teachers, students, parents, and other stakeholders in the
community are likely to enjoy success and feel fulfillment. I would suggest that such positive
feelings are rooted in the leaders genuine attempt to serve the community.3
introduction to integrative thinking has come though reading the work of Follett and Roger
Martin. For Martin, integrative thinking is the, predisposition and the capacity to hold two
diametrically opposed ideasto produce a synthesis that is superior to either opposing idea.4
When approaching a problem, several authors whose work we have studied in this course advise
against binding oneself to rigid positions that require defense. I appreciate the potential for
collaboration and inventiveness that this approach demands, and wish to encourage it as a leader.
Of course, integrative thinking can frustrate the uninitiated because it is time consuming and
1
Mary Parker Follett, Prophet of Management (Washington, D.C.: Beard Books, 2003), 171. we now
haveconsent of the governing, the suggestions coming from below and those at the top consenting.
2
Ibid., 103.
3
Roger Fisher and William Ury, Getting to Yes: Negotiating Agreement Without Giving In (New York: Penguin
Books, 2011), 29. If they are not involved in the process, they are unlikely to approve the product.
4
Roger L. Martin, The Opposable Mind: How Successful Leaders Win Through Integrative Thinking
(Massachusetts: Harvard Business School Press, 2007), 6.
2
avoided, has led me to reevaluate the ways in which I view conflict and collaboration. By
challenging others, and accepting challenges, in constructive ways, conflict can lead to
integrative solutions.
thinking and toward the limitless possibility of integrative thinking.5 The trick, and it is a
challenging trick, is to abandon what Roger Fisher and William Ury call positional
bargaining.6 The goal of integrative thinking is to keep a problem in mind, not a preconceived
notion of a desired outcome. If leaders can encourage people to detach themselves from these
preconceptions, and focus on solutions, the thinking of a group may bend enough to achieve
integration.7 The goal is achieving a creative solution that satisfies the needs of stakeholders, not
winning an argument.
educational leadership as, the capacity to influence the future direction of the school or
district.8 I wish to facilitate a progressive approach to schooling because I believe that the
industrial model of education has applied models of business management to schools, and these
models do not fit schools. Thomas Sergiovanni and Steve Denning argue that the factory model
of management is outdated and inappropriate for schools. This model treats schools as
businesses and administrators like owners. Schools are schools, and an educational leader will
5
Ibid., 48.
6
Fisher and Ury, 3. Each side takes a position, argues for it, and makes concessions to reach a compromise.
7
Follett, 75.
8
Richard C. Wallace Jr. and David E. Engel with James E. Mooney, The Learning School: A Guide to Vision-Based
Leadership. ( California: Corwin Press, 1997), 5.
3
As a school leader, I want curriculum to serve the needs of students in a rapidly changing
world. A progressive vision for education is necessary to achieve this because the industrial
model of schooling has become standard. Although thinkers like Follett have been writing about
the need for a change in outdated management styles for nearly a century, application of this
change has been slow. As a teacher, I share Sergiovannis frustration that, in the industrial
model, assessment emphasizes following directions, passing and failing. Students and educators
have been rewarded for following the rules rather than solving problems.9 It seems clear to me
that school leaders have a choice: perpetuate the industrial model of education, lead education in
a more progressive direction. I hope to be counted among the latter because I believe that a
progressive direction will ultimately serve all stakeholders more meaningfully. I want to
promote integrative thinking among students, teachers, parents, and building leadership so that
problem solving and learning are of utmost importance. An evaluation and revaluation of
I believe that students value the experience of school when they understand that the
school community values them. It is easy for teachers to focus on testing, evaluation scores,
initiatives, and expectations. I appreciate the fact that we read an excerpt of Nel Noddings work
early on in the semester because her work has influenced my approach to teaching regularly this
year. Her relational approach to education is the cornerstone of my vision of school leadership.10
Students are extremely perceptive and know when adults care about them. Verbalizing that one
cares about students is insufficient. Showing students that one cares through actions can speak
more effectively than words. Frank DeAngelis, the principal at Columbine High School, exuded
9
Thomas J. Sergiovanni, Leadership for the Schoolhouse (California: Jossey-Bass, 1996), 11, 25.
10
Nell Noddings, Caring in Education, infed.org, August 26, 2014 http://infed.org/mobi/caring-in-education/,6.
The caring teacher strives first to establish and maintain caring relations, and these relations exhibit an integrity
that provides a foundation for everything teacher and student do together.
4
a relational approach to students to the point of embracing a duty that many educators do not.
Lunch dutyI love it down there. Thats when you get to see the kids. Thats when you get to
talk to them.11 As a school building leader I hope to feel as excited to see my students as Mr.
DeAngelis did, and to foster a community in which educators and are excited about our
collective experiences.
This relational approach can lead to a meaningful sense of community in which all
members internalize their value. Noddings admits that the relational view, in the context of a
community, is difficult for many Americans because of the emphasis that our society places on
individualism. If we can help individual students and teachers feel valued as members of a
community, we may just find an integrative approach to identity in education. It is the quest for
community toward which the roots of school leadership must be directed.12 Noddings is right
about the interconnectedness of the individual and community, stating Although no individual
can escape responsibility for his own actions, neither can the community that produced him
escape its part in making him what he has become.13 Individuals and communities shoulder an
Educators in the 21st century bear the enormous responsibility of keeping students as safe
as possible. Jill Berkowicz and Ann Myers are sobering in commenting that educators, were
not prepared to work in violent environments but they have come to us. So now, we wrestle with
how to prepare for this new reality.14 Crucial to this preparation are well-conceived and well-
practiced emergency plans. Threats to school safety can present themselves in many forms. It is
the responsibility of school building leaders, with input from, teachers, law enforcement, and
11
Dave Cullen, Columbine (New York: Hachette Book Group, 2009), 14
12
Sergiovanni, 97.
13
Noddings, 5.
14
Jill Berkowicz and Ann Myers, School Shootings: Mental Health Matters, edweek.org, October 22, 2013
http://edweek.org/edweek/leadership_360/2013/10/school_shootings_mental_health_matters.html, 2.
5
medical professionals, to devise plans in the event of potential dangers. The consequences of
failure to plan effectively can be dire.15 I believe that educators and students should understand
emergency procedures, and the rationale for the procedures, so that they can be drilled
Educators have a responsibility to help keep students safe by being aware of, and
sensitive to issues of mental health and depression. A horrifying spate of school shootings,
beginning with the Columbine killings in April of 1999, has placed mental health issues at the
forefront of the American consciousness. Diagnosable mental illnesses are much more prevalent
than many Americans realize. Because of a lack of awareness, and stigma attached to mental
illness and depression, an enormous percentage of people with mental illnesses go untreated.16 It
is crucial that educators be educated in mental health issues and pay attention to warning signs
that students may be suffering. As a building leader, I would focus professional development to
this issue annually. It is my hope that this focus could help students who may be suffering, and
Educators must take student threats of violence seriously and intervene when they
become aware of such threats. I am not advocating a zero-tolerance approach to all forms of
violent speech and expression. However, student expressions of violence are serious and must
be investigated. If something seems off, even minor intervention can be extremely important.
An extreme example is the lack of intervention by adults when one of the Columbine killers
received a phone call about ammunition clips. Adult intervention could have possibly prevented
15
Cullen, 57, 145. Regarding the day of the Columbine High School massacre, Nobody seemed to be in
chargeWhose plan was this? Where had it come from? the system was a disaster. It was utter chaos.
16
Berkowicz and Myers, 2. The National Institute of Mental Health reports that 1 in 4 Americans suffer a
diagnosable mental illness in a given year and that 60% of people with mental health issues do not receive treatment.
6
a national disaster.17 Of course, not every threat of violence results in mass murder, however
threats can be cries for help by troubled students. An FBI report discounts the notion that
shooters are loners who snap and go on murderous rampages. Instead, The push toward
violence is an evolutionary one, with signposts along the way.18 Educators must learn to
interpret this evolution, and these signposts, to protect students, school buildings, and
communities.
The teachers role in education should focus on making meaningful, professional, and
appropriate connections with students. As a building leader, I would encourage teachers to place
student relationships, rapport, and positive learning environment at the forefront of their efforts.
Students learn effectively from teachers in whose classroom environments they look forward to
participating. If teachers focus on relationships first, learning will be more manageable and
meaningful.
collaborators. The prevailing models of leadership and education make this challenging.
Sergiovanni states that, our present theories assume that hierarchy equals expertise.19 This
is problematic because relegating a school to what the building leader knows limits the
effectiveness of the organization. As the world changes and becomes increasingly more
complex, the idea that one person can master the skills, knowledge, and approaches necessary for
leaders to make use of the gifts, talents, experiences, and expertise of those around them. Martin
17
Cullen, 295- That could have been the end of it right there. If either one of them [Wayne Harris or the clerk from
Green Mountain Guns] had handled that phone call differently, the entire plan might have come crashing down, Eric
[Harris] said. But they didnt.
18
Ibid., 322-323. 81 percent of shooters had confided their intentions. More than half told at least two
peopleThe danger skyrockets when threats are direct and specific, identify a motive, and indicate work performed
to carry it out.
19
Sergiovanni, 7.
7
refers to these powerful cooperatives as renaissance teams.20 In order for me to succeed as a
building leader, I would benefit from establishing renaissance teams with which to collaborate
The simplest, and perhaps most important, way in which would support teachers as a
building leader would be to listen to them. Fisher and Urys contention that conversations and
negotiations can be fruitful if people feel heard makes sense to me.21 I want teachers and
students in my educational community to feel valued. I also understand that listening to others
will make them more receptive to my communication. As a building leader I want to empower
teachers. I believe in teaching and I believe in teachers. Follett warns, It is one of the things we
should be most careful aboutnever interfere with the workers pride in [his] work.22 In terms
of pedagogy, I do not want teachers to perceive me as a boss who appears in their workspace in
search of fault. Instead, I want teachers to welcome my presence in their learning environment
as a champion for the cause of education, a fan of the learning that they facilitate, and a
colleague with whom they can discuss their craft. My philosophy of education cannot be
realized if teachers become nervous or fearful when I darken their doorways with my presence.
The least attractive aspect of building leadership to me is the thought of leaving the classroom
and missing teaching social studies to students every day. The most attractive aspect of building
leadership to me is the potential for positive learning that I could facilitate as a principal.23
approach to management. I would strive to work with teachers to achieve integrative solutions to
20
Martin, 82.
21
Fisher and Ury, 53. People listen better if they feel that you have understood them. They tend to think that those
who understand them are intelligent and sympathetic people whose own opinions may be worth listening to.
22
Follett, 126.
23
Fullan, Michael. The Awesome Power of the Principal. Principal, March-April 2010., 14. It has been
observed that the principal is second only to the teacher in his or her impact on the studentthere is clearly a
multiplier effect if the principal helps, directly and indirectlyteachers become dramatically more effective in their
teaching.
8
a variety of issues and problems that arise. If the power-with approach works properly, teachers
would feel comfortable challenging my ideas and disagreeing with me. Likewise, teachers
would feel comfortable hearing challenges and suggestions from me. If we are to arrive at
discourse. If quality education is the collective focus, problems are kept in perspective and these
As a new building leader, I would have to be wary of the potential pitfalls that precedent
may present. Follett clearly warns, We cannot be too careful of the power of previous ideas.24
My intention would not be to change everything about a school. I would work to build upon the
successes of the school and work to improve any areas in which it may exhibit room for
improvement. My leadership philosophy would dictate a democratic approach and I would seek
feedback from stakeholders. After all, these stakeholders are those whom I would ultimately
serve as a building leader. Teachers can feel overwhelmed by the real pressures of their roles.
difficult for me to promote my vision as a building leader if teachers felt like I was enacting
initiatives simply for the sake of doing something. I would take Michael Fullans advice and
hope would be that teachers would understand the philosophy and rationale behind initiatives
and be excited by the opportunities that they present. I do not want to make teachers feel as
though I am unnecessarily burdening them with additional responsibility and addendums to their
job descriptions.
24
Follett, 135.
25
Fullan, 14.
9
I will articulate my vision as an educational leader through a clear vision statement that
gives insight into my mental image of the direction of my school. Wallace and Engel contend
that, Translating a vision statement into the daily operations of the school is the primary work
of the educational leader.26 Because I agree with this concept, I would focus my energy as a
building leader on implementing and stewarding my vision. I would lead by example by living
the least, my actions would help me stay true to my own convictions as an educator. Ideally, my
approach would encourage others to buy in to my educational philosophy and vision, leading to a
continuation of effective practices and positive change wherever necessary. Follett argues that
leaders who follow live their vision, and follow their own rules, reap the benefits.27
vision, it is my responsibility to constantly remind all stakeholders of our collective goals and
community involvement in school activities as appropriate, we will share in the vision and
ultimately serve our students and community in meaningful ways. This echoes Folletts belief
that, When the accomplishment of a department is the result of a feeling of joint responsibility
on the part of all concerned, that accomplishment is likely to be of a higher grade.28 I would
rather have the community feel as though our school is accomplishing goals and realizing our
vision together than for the community to feel as though I am pushing a vision on them or doing
things for them. If teachers, students, building leaders, parents, and community leaders take an
actively relational approach to each other and actively participate in a democratic vision focused
26
Wallace and Engel, 11.
27
Follett, 172. The best leaders get their orders obeyed because they too are obeying.
28
Ibid., 127.
10
on integrative problem solving, my vision will succeed in promoting my conception of the
purposes of schooling.
* This statement is designed for a high school of 200-300 students per grade (9-12). The setting
of this school is suburban to a city with a population of 40,000-45,000 people. The
socioeconomic conditions of this school district reflect a median household income significantly
higher than the city to which it is suburban, as well as a higher median income than most of the
county in which it is located. The student population is approximately 75% white and 25% non-
white.
11
Bibliography
Berkowicz, Jill and Myers, Ann. School Shootings: Mental Health Matters, edweek.org,
October 22, 2013
http://edweek.org/edweek/leadership_360/2013/10/school_shootings_mental_health_matt
ers.html
Fisher, Roger and Ury, William. Getting to Yes: Negotiating Agreement Without Giving In.
New York: Penguin Books, 2011
Fullan, Michael. The Awesome Power of the Principal. Principal, March-April 2010
Follett, Mary Parker. Prophet of Management. Washington, D.C.: Beard Books, 2003
Martin, Roger L. The Opposable Mind: How Successful Leaders Win Through Integrative
Thinking. Massachusetts: Harvard Business School Press, 2007
Wallace Jr., Richard C. and Engel, David E. with Mooney, James E. The Learning School: A
Guide to Vision-Based Leadership. California: Corwin Press, 1997
12