Adult learning environment

Lambert's assumption that "within the adult learning environment, opportunities for skillful participation top the list of priorities", seems to be the opposite of what is currently happening in our high school. I believe that high school situations are much different than elementary. We have our own subject areas, we are separated by larger distances, and schedules are such that we don't even see other teachers on a regular basis. This presents a different environment and I believe it calls for a specific type of leader to manage it. At one time, we had several committees that our teachers served on to assist our principal in making decisions to better student achievement, environment, activities, etc. When that principal left, the committees did too. Since then, our principal has tried to get people to participate, but people have found that after putting lots of work into projects, they only get done and the next year he changes his mind about doing it or just doesn't bother. This has now caused most of the teachers to have the "hands-off" approach and not get involved in anything. There is no participation, except for a handful, and it does not seem to be a priority with our principal. Does this reflect on his leadership abilities or does it reflect on ours? It seems to be a combination of both. I think that if we have a leader who is not fulfilling his leadership duties, we need to step up. However, when I mentioned this to colleagues, their reaction was he's getting paid to do it, not me. How do we get our teachers to skillfully participate again? Is it possible to dig out of this? I'm afraid this bad for everyone - administration, teachers, students and the community.

Defining leadership

Thinking about Lambert's assumption "How we define leadership frames how people will participate in it". Leadership qualities have certainly changed over the years. I think back to my first job out of college and the kind of leader my boss was. I can still remember the day I went to sign a lease on a new apartment at lunch time and was late getting back to the office. When I arrived my boss was sitting at my desk, looked up at me, and said "you're late. Don’t ever let it happen again". Then got up and walked away. I was scared to death. I was never late again. No discussion, no group decision, no pleading my case. I use this story in my classroom for a number of reasons, but primarily to let my students know how things have changed and how lucky they are to live in a time when they can be a part of the whole process. I just can't imagine that in a school environment. I am sure there are principals out there who feel they are the extreme leader and everyone must do what they command. I believe I read in our discussion forum of one such school where the superintendent makes all the decisions. I don't think this works well in the education environment. Each teacher needs to be their own leader, in their classroom, in their department and outside of school. If the only leadership qualities we see are those of a despot, how are we to develop as good leaders? What qualities would we be handing down to our students? I want to learn from someone every day; I want to be a part of the process that goes on at my school. It needs to be a cooperative, shared vision as Lambert outlines in a Quadrant 4 school to be successful for us and our students.

Vision of leadership assumptions

I was thinking today about the assumption that "Educators yearn to be purposeful, professional human beings". There probably should be an adjective in front of the word educators in that statement. Something like excellent educators or master educators or effective. I see teachers every day who expect to be treated as professionals; yet do not act like professionals. They do not dress like a professional (sweats or nylon shorts), nor do they act professional(complaining to students about the principal not letting them teach what they want to). To them, it is just a job. On the other hand, there are those teachers who are always working on improving themselves in their profession, taking courses, attending conferences, sharing with colleagues. These teachers, the ones who 'yearn' to be purposeful almost always turn out to be the same ones who take up the leadership roles in our school. So this proves the second part of Lambert's assumption - that "leadership is an essential aspect of a professional life"(p4). It seems to me that these teachers in our school have the vision that the adult learning environment is a critical factor. If I as a teacher do not have the enthusiasm for school, how can I expect my students to. In the same way, if my principal or superintendent doesn't have the enthusiasm or the professionalism, how can they expect their teachers to. It is the old trickle down theory. It starts at the top. We have a superintendent who has several times in meetings said to one of my colleagues when questioned, "You high school teachers..." and then dismissed the inquiry. Is this professional behavior? Is this leadership with a purpose? No wonder teachers become disillusioned and complacent. Without the proper professional leadership, either at the top or within our own ranks, there can be no shared vision, no involvement or of course, no collective responsibility for what goes on in that building.

Part 2 blog

Reflecting on Lambert’s assumptions on the vision of leadership (p4):
“Everyone has the right, responsibility, and capability to be a leader.” Having the right is a given. Having the responsibility to be a leader, especially in the school environment is not as easy to bring out in people. Everyday, I hear colleagues criticizing decisions made by our administration. I’ve done it myself. Criticism is easy. What is hard is to take on the responsibility challenging that decision and offering alternatives. We know it is easier to just sit back and do nothing and feel that it is not our job, but every decision made in our school environment, eventually will affect us or the student learning process. Well, maybe not all. Does it matter that the principal is letting a senior girl on dance court who is academically ineligible based on some obscure reason? At first blush, most would say that doesn’t affect me or my classroom. But if you think about it, it means our leader bent a rule that has not been bent for other students. If you bend one rule here and one rule there, what eventually happens? This leads into the other vision of leadership assumption that “How we define leadership frames how people will participate in it”. So if our leaders are bending rules, won’t the people participating feel that they can bend rules as well? Shouldn’t our leader be modeling leadership behaviors? If he doesn’t, does that mean he doesn’t want us to be leaders? Lambert says (p4) that real communities insist on integrity and truthfulness. I expect it of my students; they expect it of me; I expect it of my colleagues and most importantly, I expect it of my leaders.

Tenets of classical leadership

As I look at the tenets of classical leadership, the one that stood out the most is that "Leaders control students and staff or all employees". Maybe it is that word - control. It sounds too much like being tyrannical or domineering. It sounds more like the "old days" where the boss was the boss and employees were not allowed any input. That is not the way we are successful in the 21st century or in an educational setting. I realize what they are trying to say because a leader handles all personnel issues. However, if stated that way, I feel the employees would not see their situation as a collective, collaborative responsibility as Lambert feels a quadrant 4 school should have. What would be a better way to word that? Leaders lead staff is one way (but sounds funny) or leaders guide staff has more of the participatory feel to it.
The most important of the tenets would be that "leaders manage a rational system of management...”. I think a good management system takes in all of Lambert's leading activities as stated in figure 1.2 (p3). Good management includes modeling, coaching, scaffolding, articulation and exploration. To improve on one's management style, reflection is then needed. Good teaching is also good leading which in turn is good management. As teachers we manage our rooms every day taking into account routine, personnel, outcomes and actions. Good teachers are good leaders?
Leaders have superior expertise and information. On what topic do leaders have superior expertise? Model teachers should have expertise in their field but does this make them good teachers or good leaders? I think it is more important to be life-long learners on all subjects and open to learning from others rather then thinking you have the superior knowledge.

New blog

This is my new blog for my Educ 726 Administration class at UW Stout.  The purpose of this first week blog will be to blog on "me" as a "leader".