Intrinsic Learning

A recent combination of writer's block, professional interest, and thrift led me to re-read a book I half-heartedly looked at some time ago as a first year graduate student. I had been meaning to re-visit Failure Is Not an Option by Alan Blankenstein; I read it simply to fulfill an assignment a few years back, but remembered finding value in the little bit of the book I actually read when I "had" to.  Filled with poignant stories of successful school leaders and the methodical steps they took to build Professional Learning Communities in their schools, I found myself nodding and highlighting in agreement through much of the entire book as if I had never read it before. After the second read, I highly recommend this to any aspiring/current educational leader looking to change professional culture and build community capacity.

"...staff compliance alone is not enough. It takes total staff commitment to succeed in the...work of reaching...students"-A.Blankenstein
— Eddie Evans (@eevansHHS) February 22, 2012

"Teachers cannot be the mere targets of other peoples leadership, but must see themselves as being...leaders..." A.Blankenstein
— Eddie Evans (@eevansHHS) February 27, 2012

Aside from the content of the book articulating and expanding on much of the ideas and conclusions I have come to regarding the kind of educational leader I am and want to be moving forward, I appreciated the irony of the situation; I was reading and heavily annotating a book over my February vacation that I haphazardly read and hardly noted two years prior in a class that I paid to take and would be graded after reading it.

Re-reading a book I had to read as student. Getting way more out of it now than when I "had" to read it. It's funny how that works out...
— Eddie Evans (@eevansHHS) February 26, 2012

I recently wrote about leading people to a place where they are going beyond "have" to. My two readings of Blankenstein's work clearly demonstrates the effect of adult learning with a purpose.  My intrinsic motivation as a professional genuinely looking to get better at what I am attempting to do inspired me light years more than any extrinsic motivation ever did. What I take away from this is that leaders must uncover and tap into the intrinsic motivations that exist within each member of their team as it relates to the overall mission and vision of the school if they ever want to get beyond what Blankenstein calls contrived collegiality. As Marilyn Tallerico writes to school leaders, "...you must...help build and sustain a schoolwide environment conducive to adult learning," (p.70) and the most prudent way to achieve this is by capitalizing on the professional interests and passions of the adults in the school.

 "The prime responsibility of all school leaders is to sustain learning."  

(Blankenstein, p.203) 

Without getting to know and eventually taking professional advantage of the intrinsic motivations and curiosities of the adults in any school, leaders will always struggle to reach the optimal levels of engagement and commitment needed for a sustainable culture of professional learning; they will find it difficult to get anything more than the motions from most people. Sure, there will always be folks on staff taking it upon themselves to re-read books on achievement and leadership over vacation, but I reckon the finest school leaders will not leave that to chance.

Collaborating Beyond "Have To"

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In all my previous and current capacities as a leader- captain, coach, and teacher- my main goal was/is to inspire and motivate people to apply the same dedication and passion reserved for matters of interest to the given work at hand. We are in a pedagogical age when it is impossible to stay current while practicing in isolation, and a permanent priority of the modern school leadership team must be strengthening the professional network their teachers have at both the building level and beyond without turning collaboration into just another thing teachers “have to” do. In Learning From Lincoln: Leadership Practices for School Success, Alvy & Robbins write, “...the leader’s task is to organize the school or district to support collaborative work, create those conditions that will allow it to occur, and ensure that the collaboration is purposeful for those involved.” However, if the avenues that schools are taking to create opportunities for collaboration and interpersonal professional learning become seen as just another obligation to be half-heartedly crammed into limited contractual hours, then the outcomes will never justify the effort, and the self fulfilling prophecies of doubters and isolationists will be realized yet again. If we know that networks and connections offer the best outlets for teachers to be most equipped for success, then we as leaders owe it to our schools to bring those opportunities for collaboration to the forefront of our agendas. Rather than attempting to utilize randomly assigned tuning protocol groups with prescribed topics and tasks to facilitate professional growth, or default to certain departments for school-wide rubric creation, the more prudent road for leadership to take is to purposefully and organically allow teachers with similar interests and passions to connect with each other, and work and learn together. It is only with purposeful engagement and careful planning that school leaders can begin to move adult collaboration and collegiality beyond “have to.”

Major obstacles exist that prevent professional learning and development from holding higher value in most schools, and leadership must explicitly address these concerns if trying to build authentic learning networks amongst faculty and staff.  The quality and relevance of professional development offered in the building sends the loudest message to the staff.  Administrations that treat P.D. like they something they “have to” offer employ teachers that think of P.D. as something they “have to” do.  Beyond what is offered, the administration must have an active and robust presence in the school, and invest the time in getting to know their staff on a pedagogical level in order to be able to create purposeful and results oriented connections for tunings protocols, NEASC committees, PLCs, etc. while also ensuring relevant development opportunities. Rather than asking who wants to work and learn together, it’s about discovering and understanding who should work and learn together. Leaders who know their staff are better positioned to do this.  Finally, excitement for growth and learning must start at the top.  The principal and leadership team must be modeling the culture and habits they want to promote. Alvy & Robbins would call this intentional visibility.

What makes the Edcamp model such an effective form of professional interaction, and so unrealistic as an event for many actual school communities in their current form, is that everyone is participating because they want to.  It’s not the fact that it is an Edcamp that makes it special; rather, the element of interest and passion that brought everyone there is what must be captured. Twitter is a catalyst for growth and learning because all the networks one builds and conversations one has occurs by choice and is sparked by initial interest or passion. Networks such as #sschat would not be as strong if every single educator using Twitter had to participate by condition of usage, just like intra-building or district professional development does not work when every single person has to participate, regardless of knowledge base, experience, or care.  Instead of recreating Edcamp, or perpetually romanticizing mediums like Twitter as the magic bullet for professional growth, school leaders need to craft the environment that fuels both of these platforms within their school. Creating the culture of excitement and passion for professional learning in your building is a more reliable long term solution than simply mimicking/hosting an event.  The only way for professional dialogue and collaborative learning to go beyond “have to” is to make it so valuable and rewarding that it organically becomes a want rather than an obligation.

Taking On the Middle

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While watching Sunday morning’s GOP presidential debate, a discussion was framed around rhetoric often not leading to a change in practice of any relevance.  Not exclusive to Washington, it seems that long term changes to practice and policy in any organization is the most elusive accomplishment for leaders throughout history. Despite passionate words and a grand vision from well intentioned individuals on the onset of any campaign or job, something in the middle of those two points always stifles, and eventually kills, the initiative.

Over the holiday vacation my wife and I made the executive decision to take down our infant’s swing that he took all of his naps in.  While he was not too big for it yet, we estimated that he only had a few more weeks in it anyway.  Factoring in the inevitable lack of sleep that a decision like this would produce, we figured that pulling the trigger early and sacrificing rest over vacation was preferable to doing it while we were both getting up for work in the morning.  While I thought I was mentally prepared for the possible backlash for removing the swing, after three days of what seemed to be non stop screaming, I was ready to put the swing back together and simply find a bigger one in a few weeks.  But, just as I was ready to give up on what I knew needed to be done and simply adapt to the status quo, he finally slept in his crib!  Fighting through temporary pain and inconvenience, and staying focused on long term gains produced the results we wished to see.  What started off extremely shaky, and led to great frustration, has created permanent positive change.

While a small scale example compared to the presidency or leading a school, there are obvious lessons to take from my ordeal.  Crafting a vision and creating an end result are the easy parts to cultivating change.  It’s the middle of the process, the period that often gets the least attention in the planning phase, that is both the most difficult and important of the journey.  Leaders must have the will to push forward despite what might be spirited resistance.  You must be able stay committed to the long term goal while managing the short term situations as they arise and always bringing the conversation back to the end results.  Trust your judgment, keep your eye on the prize, focus on your priorities, and see your vision come to fruition.  It certainly won’t be easy, but nothing worth accomplishing is.  

Lessons from Kodak

I was sad and initially shocked to read this week that Kodak is teetering on the brink of bankruptcy. In business for 131 years, and the only camera/film company I can remember from my childhood, conventional wisdom would suggest Kodak would be thriving in an age when it seems everybody has a camera and fancies themselves a photographer.  Reflecting further, however, I failed to recall new products or any buzz surrounding Kodak in quite some time.  I see a lot of Nikons and Canons, and a lot of people using smartphones to take pictures, but do not see any Kodaks.  People posts thousands of pictures on Facebook and other picture sharing platforms, but not many print photos on Kodak paper.  It seems the creators of the digital camera in the 1970s were out innovated and out developed in the market they invented, and there’s a lesson here for educators and schools.  If we offer the same curriculum and the same instruction year after year, we run the risk of becoming increasingly irrelevant over time. Resting on tradition and becoming complacent in what we do and offer puts us on the same path that Kodak went down.  Just as businesses run the risk of economic bankruptcy in the absence of growth and innovation, schools risk creative and inspirational bankruptcy that cripples school culture and impedes the opportunity for meaningful and fulfilling work to be done.

Focus on research and development, stay fresh, and encourage risk taking.  Stay ahead of the trends, and provide staff and students with the optimal environment for excellence.  Calvin Coolidge brilliantly said, “Nothing in the world can take the place of Persistence....  Persistence and determination alone are omnipotent,” and by pursuing innovation and inspiring imagination and creativity throughout the entire school with the necessary persistence we will continue to offer exciting new ideas and opportunities and avoid being kodaked.

Leadership Lessons From Ronald Reagan

Numerous lessons on leadership can be found in reading the chapters on Ronald Reagan in James T. Patterson’s fine survey of American history from Watergate to Bush v. Gore titled Restless Giants.  Regardless of politics, or any policy decision that was made, Ronald Reagan’s presidency provides 5 key leadership lessons to anyone looking to study traits and practices of effective leaders.

People Feed Off of Your Optimism: Reagan entered office during difficult times when confidence in American capacity was at a low point.  His perpetually optimistic message about the ability of Americans and future prosperity, and his continuous talk of Americans having what it takes to reach limitless prospects resonated with the people.  Reagan’s optimism and vision for the future earned him the faith and trust of the country. (Page 152-153)

Never Waste an Opportunity to Communicate Your Message: Reagan was a meticulous planner when it came to speaking.  He wanted maximum effectiveness in all of his speeches, therefore he typically prepped to the point of not needing notes.  Speaker of the House Tip O’Neill, a political opponent, called Reagan the best public speaker he’s ever seen. The leader of any organization must use their ability to speak in front a crowd to maximize every opportunity they get.  While some are more gifted public speakers than others, leaders must be prepared to the max in order to guarantee that they perform to the absolute best of their ability. (Page 153)

Focus on Your Priorities: Reagan zeroed in on his priorities, and spent his time and energy on those select few initiatives.  Unlike President Carter, Reagan wanted his work focused on what mattered most to his administration and, in his view, the country. It’s very easy for leaders to spread themselves and their teams very thin with a barrage of programs and initiatives. Focus on what matters, and strive for quality over quantity. (Page 154)

Perception is Reality: Polls and studies indicate that the public’s faith in the capacity of the government increased during Reagan’s administration.  It is crucial for leaders in any situation to do what it takes to earn trust through competence and results.  Your policies, actions, and communication must not only improve operations and stimulate change, but also must build your own leadership capital. Your performance must increase people’s faith the capacity and capability of your position as a whole. (Page 168)

Research & Develop: Just as foreign car companies surged ahead of American companies in the 1970s with superior research and development, Reagan’s Strategic Defense Initiative, while never fulfilled, forced the Soviet Union to begin bargaining their way out of the Cold War, which ended under Reagan’s watch.  His doubling down on developing and researching for the future is what cemented the fulfillment of his foreign policy agenda.  Leaders in any context must go beyond current situations and problems, and look to the products and innovations needed for future excellence.  Time must be spent collaborating and discussing future needs and potential problems in order to cultivate long term success.  Where anyone currently is is far less important to where they are heading.  (Page 216)

Innovation, Authenticity, & Results

I want to be the kind of principal who empowers teachers to find innovative and authentic ways to make their students better learners.  The most prudent way I can ensure that happens is for myself to pursue innovative and varied means to allow my teachers and students to thrive.  When I make suggestions or share observations/philosophies with members of the team, I must be able to offer alternatives or to provide an outlet to reflect in a meaningful way what is currently being done.  Without a personal experience with experimentation and risk taking, I will not be an optimal agent of change or growth.  As expectations naturally evolve as business and politics change, schools must be ensuring that students are learning timeless lessons in modern and relevant ways, and the principal is the obvious point person to facilitate these diversifications.

Not all 21st century innovation is exclusive to technology.  The ideas of research, the scientific method, and communicative skills are as timeless as ideas get, but taking an innovative approach and allowing extreme amounts of creative license promotes an evolution of the assignment that keeps it fresh and relevant to the students.  If access to technology is an issue in a given school, that cannot be the excuse that prevents the creation of a 21st century learning environment.  

Also not to be ignored is the importance of inviting community leaders to share in the experiences of our students.  Effective networking and presentation skills are paramount modern traits, and a school leader must actively create opportunities for students to showcase their abilities in front of and in collaboration with successful  local businessmen, politicians, and residents.  Meaningful student performance is about creating authentic situations for them to succeed in.  A relevant project utilizing 21st century resources with an authentic and knowledgeable audience combines all the necessary ingredients for fantastic student results.

Actions are Louder

Case studies from history provide aspiring and current leaders alike the opportunity to reflect on what works and what does not when attempting to gain the trust of those whose following one seeks.  Examining the presidential election of 1976 and Gerald Ford's unique situation shows any "leader" that actions and decisions communicate values and competency a lot more effectively than words. Below is an excerpt from an essay I wrote for a Master's program in American History...

Gerald Ford faced remarkably difficult circumstances in running for President in 1976.  His assumption to the presidency under unfortunate and unique circumstances following Agnew’s and Nixon’s resignations combined with controversial domestic and foreign policy decisions provided numerous obstacles, as did his poor relationship with Congress.[1]  But, what especially plagued Ford’s hopes of being elected President was the public’s lack of faith in his ability as the chief executive of the United States.  From his handling of the economy to his golf game, there was general skepticism about his ability to be presidential.[2]  Ironically chosen to replace Spiro Agnew because of his lack of assumed presidential ability, Ford began his campaign to be elected to a position he already held on the defense.[3

On the eve of the February 24, 1976 primary contest in New Hampshire, New York Magazine’s Richard Reeves details Ford’s first official campaign event and echoes the description of Ford’s unusual situation provided by James Patterson.  Reeves cites a February 8 poll in the Boston Globe in which only twenty two percent of 849 Republican or Republican leaning respondents described Ford as “very intelligent, smart,” and makes a point to use quotation marks every time he describes Ford as presidential.[4] He notes that while most people at the event seemed to like “Jerry,” he was not sure that many of them actually thought that he should be president.  When writing about Ford’s conversations and demeanor on the campaign trail, Reeves’ analysis is that Ford was trying to prove competence and an ability to handle the job that he already had.[5] Even when giving Ford credit for having strong individual performances, Reeves is extremely critical of Ford’s staff, giving Dick Cheney and the rest of Ford’s team credit for a combined thirty minutes of national campaign experience. 

             The reflections on Ford’s campaign as it was happening mirror Patterson’s assessment that Ford was likable and “meant well.”[6]  He wished his legacy would be that of a healer, and Reeves notes his conciliatory demeanor while campaigning in 1976.[7]  However, Reeves also reflects Patterson’s note that the individual decisions, such as pardoning Richard Nixon, of the Ford administration combined with a general doubt that he should be president left his presidential aspirations a long shot.[8]

            Consulting primary sources such as this provides valuable insights into the media coverage and portrayal of President Ford.  While Patterson surveys the period with depth and analysis, Reeves confirms and expands of the precise concerns Americans had when deciding to grant him a term of his own.  Primary sources such as this allow researchers to catch a glimpse into a given era without the barrier of someone else’s interpretations or bias clouding the situation.  Reading articles such as the piece written by Richard Reeves brings the history to life and allows the researcher to experience the campaign as it was happening.

            The bias of the primary source must be taken into account when using it to make determinations regarding any historical situation, and Reeves clearly had bias against Ford.  Patterson specifically names Reeves when discussing reporters who wrote negatively of Ford, highlighting an instance where Reeves portrayed him as a clown in 1974.[9]  It must also be noted that Reeves wrote for New York Magazine, a city where Ford faced certain unpopularity after the troubles surrounding a financial bail-out of the city.[10]  Relying solely on pieces written by Reeves would obviously paint a very negative picture of Ford, and researchers conducting more extensive studies of the election of 1976 would be advised to utilize a greater balance of sources.  Just as we must analyze the bias of secondary sources and current media outlets, the primary sources we consult must be scrutinized equally.

            Despite the bias, the chosen primary document correlates nicely with Patterson’s analysis of Ford’s campaign.  The same decisions and doubts iterated by Patterson as key obstacles in Ford’s election bid were clearly reiterated when reading Reeves.  Both men note that Gerald Ford, while likable and, at times, on the mark, was never able to convince America that he was qualified to hold the office he was already in.

Bibliography

Patterson, James T. Restless Giant: The United States From Watergate to Bush v

Gore, New York: Oxford University Press, 2005. 

Reeves, Richard, “Ford in New Hampshire (He was Good, and Nobody Noticed,) New

York Magazine, February 23, 1976, http://books.google.com/books?id=c-MCAAAAMBAJ&q=gerald+ford#v=snippet&q=gerald%20ford&f=false, (Accessed December 20, 2011)

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[1] James T. Patterson, Restless Giant: The United States from Watergate to Bush V. Gore (New York, 2005), 96

[2] Ibid, 98

[3] Ibid, 104

[4] Richard Reeves, “Ford in New Hampshire (He was Good, and Nobody Noticed),” New York, Feb. 23, 1975, 32-33

[5] Ibid, 32

[6] Patterson, 92

[7] Ibid, 94

[8] Ibid, 106

[9] Ibid, 93

[10] Ibid, 98