Wright Brothers Fascination
You all know I am fascinated and obsessed with the Wright Brothers. They are members of my personal Mount Rushmore. This past week when I had the opportunity to travel to Washington D.C. with Hoosier Academies students and families I took a group to my favorite Smithsonian Institution exhibit – The Wright Brothers and 1903 Wright Flyer, in the Smithsonian National Air and Space Museum. I am such a student of the Wright Brothers because of the audacious leadership they displayed. Imagine the audacity to think they could build a machine that would fly. Remember, people made fun of them. Also, the audacity to know what being able to fly would do to affect all generations to come. In other words, WHY being able to fly would be advantageous to the human race. Basically, everything in the Smithsonian National Air and Space Museum is there as a result of the Wright Brother’s innovative leadership!
Additionally, the Wright Brothers were controversial, which according to Sally Hogshead, makes them fascinatining. Some of this controversy was a simple rivalry between the Smithsonian Institution and the Wright Brothers, and their claims of who was the first to fly. The Smithsonian at the time was primarily a research facility rather than a museum and Dr. Langley, the leading competitor in the race for first flight, was America’s most respected scientist, and the keader of the Smithsonian Institution. In 1928, Orville Wright loaned the Flyer to the London Science Museum, where it stayed for 20 years. It was not until 1948 that the Smithsonian received the airplane. I for one am glad it is where it belongs and the Wright Brothers are serving as an example of American enginuity for all who come to the Smithsonian National Air and Space Museum.
Malcolm Gladwell said it takes 10,000 hours of practice to become great at something. Imagine if the Wright brothers had “tried” flying for a couple of months and then gave up saying “we are just no good at flying.” It sounds humorous, but many people do this when starting a new project. From something as simple as getting into shape to the more complicated endeavor of pioneering and inventing new products, achieving high levels of success in anything is less dependent on talent and more dependent on tenacity. Sometimes we forget that anything we are now good at, we were once not proficient. In other words, we must be bad at something before we can get good at it. The Wright brothers set out with a dream and worked vigorously to make the impossible a reality. It wasn’t easy and took hard work with thousands of failures to get the success they were looking for. After only four years, the vision they had cast was actualized by their own actions. 
The more amazing part though is the business story that followed. It took them several more years to hammer out the safety issues with flight and then had a multimillion dollar earning year in 1910. What is truly unbelievable is that after only another 5 years, Wilber Wright was able to sell the company for not only $36,000,000, but also received another $600,000 for serving as the chief consulting engineer during the first year of the new company’s operation. We severely overestimate what we can accomplish in one year and strictly underestimate what we can do in 10. I am also always amazed to remember that neither of the Wright brothers had diplomas or collegiate courses, instead they were encouraged heavily by their parents with a “classics” education focus and read hundreds if not thousands of books from their family library. Pontific knowledge, tenure, and certificates does not equate to being educated.
Remember, every big success requires first a dream, then a struggle, before the victory. Think about this: “If I take away your struggle, I will also take away your victory.”
Responding With Mindfulness
Being mindful in our responses ensures integrity in our interactions and solutions to opportunities (what I call challenges and problems). Absence of mindfulness raises the likelihood of emotional reactions and unproductive arguments instead of thoughtful and effective responses. We need to gain control through attentiveness and awareness, centering ourselves to lead our solutions and conversations fruitfully, honestly, and fully. It is easy to be pulled into reacting, and it takes more effort to respond. However, with mindfulness practices, I believe exchanges can be more productive and greater integrity can be maintained.
As we maintain our mindfulness through inner calmness and strength, we listen to what is being said more intently, and we watch the way in which it is being said. Also, we truly can begin to look at the challenge as an opportunity. We become more aware as we formulate our response. Our raised attentiveness enables us to respond more thoughtfully and, if needed, begin to direct the exchange in a direction of collaboration or more productive areas of discussion. Our mindful and responsive solution can truly become a new adventure and great journey.
Let me tell you the story of my morning. I am in Washington D.C. with a group of our Hoosier Academy families. They really wanted to go to the Smithsonian National Zoo. Well, as a former Smithsonian Teacher Ambassador and Smithsonian Diffusion Award Winner, I was ready to do anything Smithsonian! We arranged for our charter bus to take us there in the morning. Then we were going to have the bus take us at noon to the Smithsonian Castle and Enid A. Haupt Garden to meet up with some of my Smithsonian friends for a research experience. On the way to the zoo, our staff person coordinating the trip got an email telling her that we could not use the bus at noon. Ok, I’m not going to lie, my first thought was to react, but then I practiced mindfulness. Keep in mind the zoo is 3.8 miles from the Smithsonian Castle. Not an easy walk for a group of 55. Also keep in mind that almost all in the group had never been to Washington D.C. – certainly, never been on the Metro!
As I took a moment to become mindful, however, I decided that with a Metro station two blocks from the zoo at Woodley Park, and then a short ride with one change from the Red Line to the Orange or Blue Line at Metro Center, it would be a cheap, $2.75 per person, experience and journey for our students and families. So, what did I do? While the group was exploring at the zoo, I went and purchased 55 Metro passes. What a great experience and adventure it was! Bottom line: we all got to Enid A. Haupt Garden on time for our program (see picture below)! I had students telling me it was the greatest thing they had done. All of our participants were glad to have had the experience. What a great lesson for our students to learn how to use mass transit. 
While there may only be a slight difference between the words react and respond. In practice, there seems to be a gulf of difference. When people react, it seems to be defensive and snap, poor decisions are made. By practicing mindfulness, however, responding is more thoughtful. Mindful responses contain reasoning. If mindfulness is being more centered within and aware of others, then this is a practice we need to embrace to prevent reacting and focus on responding. Being mindful in our responses ensures integrity in our interactions. It might even enable us, as leaders, to provide opportunities of great adventures for those we serve!
Spirit of Performance
Drucker believed that the spirit of performance in an organization is led by leaders who are committed to getting the right things done (effectiveness) and doing the right things (efficiency) (Maciariello, 2014). These leaders must posses integrity of character, a vision for the organization, and focus. They must also be able to lead change. Drucker called those who could lead change agents “disturbing elements” (Maciariello, 2014). A disturbing element in an organization is a leader who seeks to change its culture and practices to prevent bureaucratic behavior from settling in. These leaders bring energy and spirit to the organization.
Drucker also believed that the purpose of an organization is to “make common men do uncommon things” (Maciariello, 2014). We all hire from the same pool of common people. Face it, we are all just common people. Why do some achieve greatness in the companies, organizations, and schools they work for? Because there has been at least one leader in that institution who prodded people to develop, improve, innovate, and sustain the spirit of performance. Organizations must see being entrepreneurial and innovative as a duty. As such, organizations must develop their people to be entrepreneurial and innovative. This ca be accomplished with “conscience” activities. Those activities that remind the organization what it should be doing and what it isn’t doing.
Those leaders who provide the sustaining spirit for an organization are forever watchful for bureaucratic tendencies allowing people to drift into repetitive routines and lose focus on primary results. I was really reminded in this week’s lesson, how much all of this really deals with people. It deals with hiring the right people and then providing the right opportunities and a culture of performance. Furthermore, it is important to remember that decisions that affect people, their placement and pay, promotion, demotion, and severance, must represent the values and core beliefs of the organization. As businesses, organizations, and schools, innovate and evolve there will be people who are just not the right fit. This poor fit may be because of skill level, personality or any number of things. Drucker teaches us this is natural. We must work to make conscience decisions about how to get them the professional development they need, help them understand the gap in fit, or come to an understanding together that it is just not in the best interest of either party to continue. I liked the suggestion by Maciariello (2014) that we should always ask the question, “What can they do?” Many times there are adjustments that can be made.
Are you providing the spirit of performance in your organization?
Reference
Maciariello, J. A. (2014). A year with Peter Drucker: 52 weeks of coaching for leadership effectiveness. New York, NY: HarperCollins Publishers.
Leaders See the Faces
I had the privilege this week to accompany our Hoosier Academies families to Washington D.C. It was a great trip and I loved getting to know our families and students we serve better. As you probably know I have spent a great deal of time in our nation’s capital and every time I am there I learn something new to reflect on. This time was no exception. When visiting the exhibit dedicated to women, Women in Military Service For America Memorial, at Arlington Cementary I was struck by how personal the exhibit was. It is very well done. You actually get to know the women that have served our country personally – it was humanized. This made it so much more powerful experience. I knew these women’s stories when I was done. 
Then, later that day our group went to the United States Holocaust Memorial Museum. This museum is a very intense experience that starts with you being given a card with information about an actual victim of the Holocaust. You are to reflect on this person as you move through the museum. Believe me, it becomes very personal! The individual I was given was, Iosif Rivkin. Here is his story: He was born in 1891 in Minsk, Belorussia. Iosif was born to a Jewish family in the Belorussian capital of Minsk. He fought with the Tsarist troops in World War I and was taken prisoner by the Germans. When he returned to Minsk after the war, he began working in a state-owned factory building furniture, an occupation in which a number of his relatives also made a living.
By the early 1930’s Iosif was married and had three daughters. They lived in central Minsk. By the late 1930’s Minsk was filled with Polish refugees fleeing the German invasion. On June 27, 1941, the invading Germans reached Minsk. The Rivkens’ home was bombed the next day, and they were forced into the street. They slept by the river with numerous other refugees, until German guards threatened to shoot them all. German posters in Minsk declared that the Nazis had come to liberate the Soviet Union from Communism and Jews. In August the Germans set up a ghetto, there Iosif was put to work as a carpenter. When the ghetto was liquidated in October 1943, Iosif and his family were deported. Iosif’s daughter, Berta, escaped from the ghetto before it was liquidated. Iosif and the rest of his family were never heard from again.
As I reflected on his story, I caught myself really having feelings about what had happened to him and his family. Why was I able to do this? Because I was able to see the faces of Iosif and his family. 
Isn’t that an important skill that leaders learn? It is important for us to tell the stories so that those we lead understand the faces, the values, the mission, and the vision. I really believe in the value of telling stories as a leader, but had not really thought about the exercise of seeing the faces myself. Not to me mention telling the story so those we lead see the faces. This was such a powerful lesson. I really believe that our great leaders that we celebrated while in Washington D.C., like Thomas Jefferson, Abraham Lincoln, Martin Luther King Jr., Franklin Delano Roosevelt, and John F. Kennedy all were able to see the faces of all those Americans they served. After reflection, I really believe it was their ability to see the faces of the people that gave them there wisdom. 
I am so glad I had this revolation and then was able to spend time on the trip getting to know a cross section of the Hoosier Academies families I serve. As the leader of a very large statewide school system that serves students in every county in the state of Indiana, it is very important that I am able to see the faces of those we serve. Are you taking time to see the faces and truly understanding those you lead?
Leading Together By Working Together
We are increasingly moving towards multinational, transnational organizations that are held together by two factors: control of mission and strategy, and enough people who know and trust each other. Distributed leadership and a flattened hierarchies are key to accomplishing this. In this week’s lesson on Peter Drucker, and example of how the Coca Cola Argentina division had to make a decision that was right for helping the people of Argentina, but not good for the bottom line of the company based in Atlanta Georgia (Maciariello, 2014). Coca Cola understood that performance measures for foreign subsidiaries should be adapted to local political and economic realities.
As leaders we must learn to balance having a bold vision with what to do next. We must also learn to lead together by working together. Everyone in the organization must understand the values, objectives, and expectations of the organization. This is why it is important to build a team that is competent. Empowerment without competence is chaos. Wherever you sit in the organization, there is many times a tendency to wait for others to lead. We need to create an environment where everyone in our organizations can lead from where they sit.
Trust-based relationships must replace command and control mechanisms as coordinating mechanisms. This will allow effective leaders time to perform important duties. We must create enough autonomy for our teams to meet the local realities they face. Maciariello (2014) closed this week’s lesson by posing a great question that we all, as leaders, need to answer. Does your organization have resilient trust networks, that allow individuals to transfer information to and from one another?
Reference
Maciariello, J. A. (2014). A year with Peter Drucker: 52 weeks of coaching for leadership effectiveness. New York, NY: HarperCollins Publishers.
The Leadership Bottleneck!
“The bottleneck is at the head of the bottle,” so the old saying goes. In other words, no business or organization is likely to be better than, or perform better than, its top management and leadership. As a management innovator, Peter Drucker built off of the existing knowledge of others to create and integrate missing knowledge into the organization. He called this practice “integration” (Maciariello, 2014). Top management and leadership is responsible for creating and for maintaining the spirit of the organization, which includes values, standards of conduct, and standards of quality.
So, the first task in designing and assessing an organization is the presence of an effective top management and leadership team with a strong spirit of performance. Close behind in importance is a program for developing talent to fill open management positions. Most call this the building of a bench. This athletic team analogy is appropriate. Study any successful athletic team and you will find a strong bench of players ready to perform at a moments notice. This year’s NCAA Tournament has given us many examples. Not the least of which would be Kentucky who just had their 38th season win defeating Notre Dame last night. I had the opportunity to watch this Kentucky team play in person during the tournament and it doesn’t matter who is on the floor for them – they are all great. We can certainly learn from them as we build our teams.
This building of a bench is very important to employee engagement. One of the things I am working very hard on for the school I now serve is a leadership academy for building our talent bench. We are going to take a group of our talented teacher leaders each year and put them through a program that will be individualized for their specific needs and interests. We are in the planning stages of this and I am sure I will blog about this in the future. In the meantime I will share a picture of a screenshot of some notes from a meeting about this, just this week.
In any major institution, such as a school corporation, the finding, developing, and proving out of leaders of tomorrow is an essential job to which the best leaders must give fully of their time and attention. Maciariello (2014) asked some great questions in this week’s reading:
- Is your organization preparing future leaders by giving significant responsibility and authority to lower level executives?
- What has been the organization’s track record of finding successors for key positions inside versus outside?
These are certainly questions I will want to use as guides as we develop our bench. How about you?
Reference
Maciariello, J. A. (2014). A year with Peter Drucker: 52 weeks of coaching for leadership effectiveness. New York, NY: HarperCollins Publishers.
Leading Beyond The Walls
This 12th week reading in A Year With Peter Drucker (Maciariello, 2014) may have resonated with me more than any yet. Drucker was a fan and student of the Federalist Papers. As a student of Patrick Henry you all know I am a believer in state’s rights and the 10th Ammendment to our nation’s constitution which reads: “The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the states respectively, or to the people.” I believe Drucker took the last part of that Ammendment very seriously. We as leaders have a responsibility to provide leadership and be involved in government and civic organizations.
Drucker argued that while each organization should fulfill its primary mission, it should seek to “lead beyond borders.” (Maciariello, 2014). We, as leaders are responsible for our institutions and be concentrated and focused on them, but Drucker believed we must be focused on the community as a whole. In his first year as governor of California, Ronald Reagan used 200 top CEOs, as volunteers on sabbaticals from their companies, to solve the budget crisis. Reagan said, “For every problem their are 10 people waiting to volunteer if someone could give them the lead and show them where they can be useful.” We, as leaders, need to also be seeking areas where we can provide insight and be useful.
Leadership and management of businesses was where Drucker began, but his first love, I believe, was the management of nonbusinesses like hospitals, churches, and schools. He was very involved with social sector management and leadership, particuarly with non-profits. He found these interesting because it is very difficult to define what the results should be. How do you define the results of a school, for instance? This is a very important question that I believe is yet to be answered. Drucker would have said it is my responsibility, as a school leader, to lead beyond the walls of my school and help to solve this question. I also believe it is very important to be involved civically and be an agent of social change. Drucker defined civic responsibility as: “giving to the community in the pursuit of one’s own interest or of one’s own task.” (Maciariello, 2014, p. 100)
Results are more difficult to define for social sector organizations, like schools, than for business organizations. This is because the social sector institutions are involved in changing lives of individuals for the better. Results must be more than merely good intentions, but must also be tailored to fit the organization. We must be acutely aware of the importance of defining results in terms of our own mission and effectively manage the fulfillment of that mission. This is why I believe schools should have a role in determining the accountability metrics of their individual school. Each school will be stronger the more clearly it defines its objectives. Organizations are more effective the more yardsticks and measurements there are against which the performance can be appraised. Our product we are producing in schools is a changed human being. We are human change agents. Our product is a child that learns.
Some questions for pondering from this week’s lesson are:
- What needs are your organization meeting as a part of your primary mission?
- How effective and efficient are you in carrying out your mission?
- How effective are you at changing lives for good?
- Are you leading beyond the borders of your organization/business?
- Are you mentoring other leaders or managers?
Reference
Maciariello, J. A. (2014). A year with Peter Drucker: 52 weeks of coaching for leadership effectiveness. New York, NY: HarperCollins Publishers.
The Good Samaritan Marathon
This past Thursday I had the opportunity to go with good friend, Kevin Eikenberry, to the NCAA tournament game where Purdue played Cincinnatti. The game was held in the KFC Yum Center in Louisville, Kentucky. I was excited to be going because it was my first NCAA Tournament game. Kevin had been to many of these and got tired of me saying, “We are in the house!” Sorry Kevin!
Obviously the outcome of the game was not what we wanted, but that really turned out to be a lesser story of the trip. Something astonishing happened and we were both reminded how important it is to help your fellow-man. Long-story-short, we hit something in the road and it literally punctured the tire and went through the rim on my friend’s BMW. We tried to change the tire along the interstate, but had some difficulty. That’s a whole other story that the two farm boys in the BMW are still figuring out how to tell! Anyway, we called AAA, and then (since the tire and rim were both already ruined) drove to the next exit – Exit 41 on I 65, the Uniontown/Crothersville, Indiana exit.
We then limped into the exit, pulled into the Marathon station, and began working on the car again. Remember, you have two farm boys here wanting to fix the tire. We then got a message back from AAA that it would be an hour before help arrived. This would have got us to the game late. Little did we know there were Good Samaritans at Exit 41.
An interesting thing happened at the gas station, Uniontown Marathon- RMD 64 (pictured here in the post) on the way to the tournament. Every single person that pulled into that gas station/mini mart while we were there attempted to help us. No lie – every single one. We were amazed! One lady knew BMWs and was explaining the wheel locks and another was googling BMWs for us. Then we had a car full of fellow Purdue Boilermaker fans wanting to make room in the car for us and get us to the game. I looked at Kevin and said, “I’ll see you at the game!” Really, I did say that, but I did not leave him.
Then, along came a man that knew exactly what to do. Bottom line: he made it possible for us to change the tire and get on the road. We are both so appreciative of everyone who asked to help us. We are both also still astonished that every single person who pulled into that station asked to help. How many times have you pulled in somewhere and seen someone with a broken down car or some other need and thought you were too busy to help? I am ashamed to say I have. But, from the modeling and coaching of our friends at the Uniontown/Crothersville exit, I hope to be a better neighbor!
In reflecting on and deciding how to tell this story (there is quite a bit more and gets quite funny), I thought of the ultimate story/parable teller: Jesus. I believe it would be a good reminder for us to review the story of the Good Samaritan found in the book of Luke. Luke 10: 25-37.
“Jesus told many stories, or parables, to help people learn the truth. One day a leader of the Jews asked Jesus what he must do to have eternal life. The Savior asked him what the scriptures said. The leader said that a man should love God and also love his neighbor. Jesus said that he was right. Then the leader asked, “Who is my neighbour?”
Jesus answered by telling the man a story. One day a Jewish man was walking on the road to the city of Jericho. Thieves robbed and beat him. They left the man on the road, almost dead. Soon a Jewish priest came by and saw the man. The priest walked by on the other side of the road. He did not help the man. Another Jewish man who worked in the temple came by. He saw the injured man. But he did not help the man either and walked by on the other side of the road.
Then a Samaritan man came along. The Jews and the Samaritans did not get along. But when the Samaritan saw the man, he felt sorry for him. He took care of the man’s wounds and put clothes on him. The Samaritan took the man to an inn and cared for him until the next day. When the Samaritan had to leave, he gave money to the innkeeper and told him to take care of the man.
After Jesus told this story, He asked the Jewish leader which of the three men was a neighbor to the injured man. The leader said that the Samaritan was because he had helped the man. Jesus told the Jewish leader to be like the Samaritan.”
So what do we learn from this story? We must be willing to get involved. Good intentions don’t cut it! None of the people at the Uniontown Marathon – RMD 64 were just saying they wanted to help; they all truly got involved in some way. They were “walking the talk.” We may quote scripture and recite platitudes on love and God, but unless we are willing to get involved in the lives of others, we are only blowing smoke. The Samaritan treated and bandaged the wounds. He set the injured man on his donkey. He took him to an inn and cared for him throughout the night. The Samaritan could have said to himself, “I give regularly to my church. I donate to the Salvation Army every Christmas. I have done my part.” But he didn’t. As the scriptures say, he had compassion…and he acted on it.
So here are three things we need to do:
1. Don’t refuse to help when you are able.
2. Never assume someone else will do it. Take personal responsibility.
3. You may suffer for doing well, but helping someone in need is truly worth it.
Next time you have an opportunity to serve someone in need (a motorist in distress on the highway, a person under a cloud of depression, a friend in a financial bind, a single parent being overwhelmed by a rebellious child, a stressed-out coworker…) what will your reaction be? Will you be the religious law-speaking type or the proactive law-living type?
Thanks again to the folks in Uniontown and Crothersville last Thursday evening for giving us a modern day parable to live by.
Stretching The Vessel of the Mind
It is hard to think about the brain and learning without reflecting on Albert Einstein. Reading Walter Isaacson’s book, Einstein, causes one to think about whether every individual has the ability to develop and use his or her brain in the way Einstein did. From an educator’sperspective I found it amazing that Einstein always believed that he had no special talent – he was just as he said, “passionately curious.” This points to the important fact that we have atremendous obligation to help our students develop and find their curiosity. Einstein posited the brain was wired and set up as it was, but we all have the ability to develop the mind (Isaacson,2008). This reinforces the belief that every student can learn. It is important for us to develop and create minds that question. Individuals with intuition and imagination are crucial to our future.
So, how do we develop a student mind that is curious, questions, and has imagination? If learning was as simple as pouring the pitcher of knowledge into the empty vessel of a student’s brain then all education would require was a person to speak didactically on a subject, and students would listen and gain the knowledge themselves. Unfortunately, learning takes a lot more than merely listening to an authority speak, regardless of his expertise and reliability.
There are two types of learning: informational and transformational. The first type (informational) is that which we use as a lower level form of learning. We are just gaining new information. During the learning process this informational learning is placed in short term, or what is also known as immediate memory. Immediate memory acts as a temporary site whereinput is briefly stored until the brain decides whether to erase the memory as unimportant or toprocess the memory. To use the metaphor of the pitcher of knowledge filling the empty vessel used earlier, informational learning will only fill our vessels so full.
We then need the second type of learning, transformational, in order to stretch our learning (Mezirow, 2000). The unique quality of human beings is our ability to think flexibly about new situations, comparing them intelligently to all past experiences, and then to do something that is uniquely appropriate, bringing about desired objectives (Taylor, 2007). When educators facilitate this type of learning the brain is stimulated to put the information learned into working memory where processing of the information begins. In order to engage the working memory the students must begin to work with and actively use the information learned. By engaging the working memory by using the learned knowledge the long term memory then creates meaning enabling the student to make sense of the material. Ron Ritchhart promotes thinking through the use of “thinking routines” (Ritchhart, Church, & Morrison, 2011). These routines then help teachers to establish a classroom culture that supports thinking (Ritchhart, 2014). Relating lessons to real-life situations, and being enthusiastic creates meaning for the students. We must know our learners’ backgrounds so that we can relate to the student’s past learning and allow the learner to understand and make sense of the material being presented.
Transformational learning provides us with new ways of thinking (Taylor, 2007). This can actually change the form of the metaphorical vessel of the mind. In fact this new stretch, and.extending of thinking actually gives more room in the vessel of the mind for greater and more magnificent thinking. Creating lessons using real-world contexts that the student can beenthusiastic about and make sense of immediately can do this. Think about the student who says to their teacher: ”I was confused before you started…now I am confused at a higher level.” This is not to say that educators should teach by confusing students, but students do need to be appropriately confused. In order to achieve this stretching of the vessel of the brain, teachers must facilitate learning is such a way as to use all parts of the students brain by including reading, writing, verbal processing and images in lessons and other modes of learning. Because the mind is tethered to what our bodies are doing and the senses being used, educators must be cognizant of making sure that our students’ bodies and brains are in sync.
Many educators believe it is important to teach students to think. These same educators teach thinking (reasoning skills and problem solving skills) skills, which are important, but if we want students to use these skills we will need to do more than just teach the skills. Research shows that motivation, values, cultural context, and alertness to opportunity are factors important to developing intellectual behaviors (Boix-Mansilla & Jackson, 2011). These factors make up thinking dispositions, which are important characteristics of good thinkers. To become educated and worthwhile citizens, our students must learn a wide range of skills. Brain research must continue to be linked to facilitation of learning. We must use what we know about the brain to effectively engage students so they are motivated, creative, and understand the relevance to their personal lives.
References
Boix-Mansilla, V., & Jackson, A. (2011). Educating for global competency: Preparing our youth to engage the world. New York: Asia Society.
Fischer, K, & Immordino-Yang, M.H. (2008). he Jossey-Bass reader on the brain and learning. San Francisco, CA: John Wiley & Sons.
Isaacson, W. (2008). instein: His life and universe. New York, NY: Simon & Schuster Paperbacks.
Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey Bass.
Ritchhart, R. (2014). Creating Cutlures of Thinking: The 8 forces we must master to truly transform our schools. San Francisco: Jossey-Bass.
Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. San Francsico: Jossey-Bass.
Taylor, E. W. (2007). An update of transformative learning theory: a critical review of the empirical research (1999-2005). International Journal of Lifelong Education, 26 (2), 173-191.
Effective Leaders Make Effective Decisions
“Leadership is lifting a person’s vision to higher sights, the raising of a person’s performance to a higher standard, the building of a personality beyond its normal limitations.” ~ Peter Drucker
Drucker was confident that people could be taught to be effective executives (managers), but wasn’t as sure we could teach other to be leaders. Interesting, however, in the week 11 reading in Maciariello’s (2014) book he talked about how Drucker believed the climate in the organization needed to be right for leaders to develop and emerge. “Nothing better prepares the ground for such leadership than a spirit of management that confirms in the day-to-day practices of the organization strict principles of conduct and responsibility, high standards of performance, and respect for individuals and their work (Drucker in Maciariello, 2014, p. 79).” I wrote in the margin of the book, “So if the operations and processes are in place and being executed effectively, then leaders can grow and emerge.” I really do believe this is true. I have a saying I use in school turnaround and transformation and that is: “We need to become a REAL SCHOOL.”
The question you will ask next is, “What is a REAL SCHOOL?” My answer is quite simple: “A real school is one that has its operations and processes in place and being managed by an effective individual and team to make sure that the normal day to day activities (eg. Safety procedures, student handbook components, discipline, financial processes in the case of a school) are being carried out efficiently and effectively. I was very blessed to have just such a person in my first turnaround school. Don Burton was our Assistant Principal of Operations. Let me tell you, without him the school would have never come off the “F” list. He was the operations manager dream of a lifetime. The great part about Don was he managed the operations flawlessly and implemented our processes with the best interest of our students and staff in mind.
Mr. Burton’s awesome abilities and work ethic then allowed the teachers to teach and me to do the numerous activities as a building leader: establishing a vision, defining the mission, making sure that resources are applied to the right tasks, making effective decisions, implementing and following up on these decisions, taking criticism, keeping track of and navigating the legislative and governmental affairs, and working diligently to maintain a functioning board of directors. Imagine trying to do this in a disfuctional organization. Believe me this is not an easy task, nor did we have it perfect, but Don had us in a great place. There is a reason why schools fail, and one of the commonalities of the schools that need to be turned around is the disfuctionality and lack of the right operational practices to make it a “real school.” I’m sure you could tie common operations and practices that would make businesses and organizations “real businesses” and “real organizations.” I am positive education is not alone in this.
Again, I cannot say enough how much credit for our success goes to Don Burton. He enabled the day to day operations to go smoothly which then allowed me, and him, to grow as leaders. This truly allowed the environment to be right for leadership growth. Don certainly grew, as he now is leading a middle school in Arizona as a principal. I consider Don a dear friend and I always said we never had to schedule time, we were always catching up before or after school or on the weekends. It was just such a natural relationship. Therefore, I really think Peter Drucker’s belief that teaching someone to be a leader is very hard, if possible at all, is warranted. More importantly, however, is the lesson he has taught us that if the operations, processes, and day to day activities of the organization are highly functioning, the leader has the chance to learn and grow. In other words, the conditions must be right for growth.
I believe this point is even driven home further when we look at one of the most important attributes of leading effectively – effective decision making. Making effective decisions depends on the definition of the problem being faced and thus the appropriate conditions that have to be met for the decision to be effective. Drucker taught us that these are always the two critical issues in decision making (Maciariello, 2014). It would very hard to define or know the appropriate conditions for a decision to be effective in a disfunctional organization, operationally. I know that without the sound operational practices Don instilled in our school that I would not have been able to make the decisions I was able to, of which many turned out to be the right and effective decision.
So, as you look at growing leaders and great schools, businesses, and organizations, look first to what your definition of a “REAL” school, business, or organization is. Then make sure you’ve got the right team to manage the operations effectively.
Reference
Maciariello, J. A. (2014). A year with Peter Drucker: 52 weeks of coaching for leadership effectiveness. New York, NY: HarperCollins Publishers
Byron's Babbles 
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