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In my EDL 610 course, which is Visionary Leadership, we are spending time learning, teaching and demonstrating the Habits of Highly Effective Learners by Stephan Covey. This week, the topic is on synergizing.
The first five (5) Habits of Highly Effective Learners leads into the sixth habit: synergy. An image was shared as part of the lecture to demonstrate this idea of synergy. We need to see ('I value differences in others'), which allows us to do ('I seek a third alternative'), which allows us to get ('I achieve better solutions'). When it comes to making a commitment on this notion of synergy, my commitment is to create teams to look at opportunities and work together to find the best solution for that opportunity. Too often we rely on a top-down approach to problem-solving, and do not set enough chairs at the table. I believe in listening to opinions and experiences of others, talking through those opinions, and coming together to solve a problem. There is a reason why we look for the best and brightest to educate our scholars. It is time to ensure they have a voice in some of the operations as well. It is time to value their unique experiences and perspectives, and bring the concept of synergy to the organization.
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In my EDL 610 course, which is Visionary Leadership, we are working on building and assessing school culture. This is meant to be a reflection on the idea of a welcoming school culture and include responses to a series of guided prompts. Those prompts are:
No - failure is not a regular option and experience for scholars at AAS. Our team is dedicated and committed to ensuring the success of our scholars, and we have groups of teams who provide various levels of support. We have a number of supports set-up at AAS. In addition to teachers, we have a counseling team, special education team, and advising team. We have also developed resources for our learning coaches through our Learning Coach Lounge initiative. We also have two (2) new positions this year: Scholar Engagement Coordinator and Scholar Intervention Coordinator. One could actually view the intervention position as a success position, as this individual is dedicated to creating pesonalized support systems for those scholars who need it. We do not have a condition where it is too late to learn. Many of our scholars come in credit deficient, and our teams have resources to assist these scholars. We are also looking at options for credit recovery, such as summer school, in the near future. As the school leader of AAS, I am proud to say we already have a 'never too late to learn' structure. We work hard to understand the needs of our scholars, and provide supports for these scholars. It is not too late, at any point, to learn and grow with AAS. The biggest commitment is on continuing to support our scholars. We will always ensure there are resources to support scholars, from staffing, to systems. We are reviewing options for summer school and credit recovery. We are looking at ways to strengthen Learning Labs and Q&A sessions. We are also looking at how to enhance our Study Hall component to our truancy system. I will always be open to new and creative ideas to support scholars, from staff, to scholars, to parents, to peers. Everyone should and can be successful at AAS. In my EDL 610 course, which is Visionary Leadership, we are spending time learning, teaching and demonstrating the Habits of Highly Effective Learners by Stephan Covey. This week, the topic is on seeking first to understand, then be understood.
The idea of a collective monologue was shared, where two (or more) people are trying to be understood at the same time. They do this by either talking over one another, or letting one person talk while they formulate their response. In both instances, the person who should be listening is not actually listening, but preparing to talk. This limits, maybe perhaps even stops, the ability to understand the conversation. An idea was shared to combat this; empathetic listening. Rather than judging, probing and even advising, the idea is to reflect ... reflect on feeling, on meaning. It reminds me of a program I ran as an undergraduate at Central Michigan University: The David Garcia Project. This program attempted to show students how to be empathetic, rather than sympathetic, but pushing understanding. When it comes to making a commitment on this notion of seeking first to understand, then be understood, my commitment is to take the time to understand, not only the nuts and bolts of programs, but on the thoughts and opinions of my team. I will strive to give everyone at the table a voice, a forum to be heard, in a non-threatening atmosphere. I will ask questions to ensure I understand the concept, and work to faciliate understanding among those assembled for that topic. There is no greater feeling than that of being heard, knowing that the opinion you have to share has been shared and understood. In my EDL 610 course, which is Visionary Leadership, we are working on developing a leadership platform. This is meant to be my non-negotiables post as I create this platform.
These are items that I expect of myself, and in turn, expect of those who work with me. First and foremost, our work will be done with the highest ethical standard. This means that we operate in compliance of the law, and always doing what is best for those we serve. There are instances where there can be no interpretation - we operate in total compliance, from the beginning and until the end. Next up is transparency. I believe in being open, honest and forthcoming with the information at hand. I do not believe in keeping information out of the hands of anyone. If were are all on the same page, we can use our own skill-sets to bring creative solutions to the table when needed. It is not possible to bring solutions if all of the available information is not shared. Transparency also means having the courage to say when you do not know something and taking responsibility to help find the answers. A third non-negotiable is being present and engaged. We are part of a team for a reason, so be present and engaged with your skill-sets and abilities, and offer them to the organization to move it forward. Use your passions to inspire others to be change agents and difference makers. In my EDL 610 course, which is Visionary Leadership, we are working on developing a leadership platform. This is meant to be my leadership style post as I create this platform.
I am a firm believer in transparency, and ensuring everyone is in the know of where we are, and where we are going. When a decision is made, I believe in sharing the 'why' of that decision so there can be greater understanding throughout the organization. Before reaching that decision, though, I believe in bringing a team together to talk through the situation and talking through opportunities to solve the issue at hand. I do not believe in edicts from on high, rather, involving others to come up with the best possible solution. I believe in being open and honest, and of having an open door policy. I am hopeful my colleagues see this leadership style in how I operate on a daily basis. I believe in doing the right thing, even when no one is watching, and involving others in that pursuit. I hope to continue to model this leadership style and way of thinking. In my EDL 610 course, which is Visionary Leadership, we are spending time learning, teaching and demonstrating the Habits of Highly Effective Learners by Stephan Covey. This week, the topic is on thinking win-win.
The lecture was interesting and spot on ... win-win is not compromising, rather, finding a better way. In a compromise, neither party truly wins, rather, they lower expectations and 'win.' But that is not a win-win solution. In a win-win scenario, conversations occur to think of a creative way for all the non-negotiables to be realized. A great analogy was shared ... "Its not you or me. Its not a matter of who gets the bigger piece of pie. There's more than enough for everyone." What a great concept. When it comes to making a commitment on this notion of thinking win-win, my commitment is to come to the table with ideas for a solution, and to be open to listening to the ideas that others also bring to the table. I believe in sharing our solutions, and working together to meld the ideas into what may work best or shelving all the ideas altogether and coming up with something that does work. The bottom line is to be open to feedback, to differing opinions, and talking through how the ideas can truly work to provide the most robust solution. I will not negate or downplay the ideas of others, but appreciate they come to the table with well thought-out solutions of there own ... knowing that at the end of the day, we both want the same thing: a solution that works. In my EDL 610 course, which is Visionary Leadership, we are working on building and assessing school culture. This is meant to be a reflection on the idea of a welcoming school culture and include responses to a series of guided prompts. Those prompts are:
Schools play a large role in building students' agency and identity. Afterall, a scholar spends a majority of their day in school, with their peers and school staff. A school then becomes a place which models the ability to create agency and identity in a safe environment. I am fully aware of this awesome responsibility that is placed on a school and its staff. In this age of technology, texting, social media, I continue to remind staff that we must model the behavior we hope to see in our scholars. If we LOL in an eMail, we are saying and showing that is OK. (And to me, it is not. An eMail is not a text nor a tweet, and we can use full and complete sentences.) If we expect quick turn-around in communication with our scholars, we too then need to respond in an appropriate timeframe. We are the model. I am lucky to be a school leader. As noted above, I believe in modeling the behavior I hope and expect to see. If I expect a response within 24-hours, I too will give responses within that timeframe. If I expect staff to use their phone, eMail and other forms of communication, I too will be, and have been, using said forms. Model the way. I do not wish to continue to 'punt' to this notion, though I will. Model the behaviors, the responses, so others can learn the way. I am a firm believer in sharing the 'why' on decisions. Translate that to assignments. Share the 'why' for the "B" and how the "A" may have been earned. The biggest commitment is on continuing to be seen as a role model and a model. I do not think it fair to expect something from someone if they cannot expect the same out of me. We have to practice what we preach, live our mission, vision and core values. Otherwise, we will be seen as fakes and phonys, with zero influece. And if we cannot provide a positive influence, what then are we providing? In my EDL 610 course, which is Visionary Leadership, we are working on developing a leadership platform. This is meant to be my professional experience post as I create this platform.
My background is in nonprofit management, with focus on communication and development. I graduated from Central Michigan University with a degree in history and political science, while working as the Public Relations Coordinator for the Fowlerville District Library. I oversaw the communications for the library, interacted with patrons and facilitated programs for the community. After five (5) years I changed gears and moved to South Florida to work in Undergraduate Admissions at Barry University. In this role I met with and assisted prospective students map out a potential educational path at Barry, and at times, pointed them to other schools where they might find more success or a program that better aligned with their interest areas. I also served on a few boards, working to give back to the community and be involved and engaged in the area. After some time in South Florida, I moved to the Washington, DC area and worked for several different non-profits. The last stint was with ServiceSource as their Manager, Community Relations. In this role I worked on marketing and communications, along with fundraising and volunteer management. The organization provided opportunities for adults with intellectual disabilities. It was rewarding, to tell their story of achieving independence, and of providing resources to ensure this independence. Originally from Michigan, I found an opportunity to come home through Detroit Public TV and took it. I worked as the Manager, Major Giving for several years, facilitating the philanthropic goals of our donors to the mission and vision of DPTV. Again, all the while, serving the community on several boards, including one that kept me in education. I was serving on the Academy of Arts and Sciences Charter School Board. After a time of change, an opportunity arose to become the CEO for this school and help it weather a unique storm. I would not be where I am today without the experiences I have had. This path has allowed me to hone by ability to make connections, with fellow staff, with community members, with stakeholders. It has allowed me to understand and appreciate the responses given to questions posed, to reflect and become engaged. It has allowed me to see the big picture, the light at the end of the tunnel, the vision -- and in turn, be able to help others navigate the vision and be truly be part of the success of the organization. It has been a great journey, and there is still much more to come ... In my EDL 610 course, which is Visionary Leadership, we are working on building and assessing school culture. This is meant to be a reflection on the idea of a welcoming school culture and include responses to a series of guided prompts. Those prompts are:
I believe you make a difference in someone's life offering carrots rather than sticks (to borrow the title of a book we are readying for this class). That is to say, positive reinforcement and modeling the way goes a long was as opposed to punishment and negative enforcement. The key here is modeling the behavior that is expected. My beliefs would be reflected in policies and practices in a number of ways. They would consist of coaching opportunities, reflection exercises and more, to help a scholar understand the impact of what they may have done and to see some of the other solutions that could have been used that would not have caused them harm nor harm to those involved in the situation. The same holds true to program practices and initiatives - staff need to model the behavior we expect to see, of each other and the scholars we serve. This is something I talk about heavily in my current role - a topic discussed earlier this morning actually during our Senior Management Team meeting. The idea of 'Do as I say, not as I do' does not fly with me. "Do as I do" is the correct path to follow. I strongly believe in professional development, and allowing staff the opportunity to learn how to interact with today's youth, coupled with how to interact with today's families, will only strengthen our ability to connect, engage and model positive behavior. We continue to change the culture of our school. We focus on the scholar, on making a positive impact on their life. We are focusing on the notion of strong customer service, of reinforcing good behavior. We are working to model the way and become role models for our scholars. I am happy with the direction we are going, and understand it may take time to complete the change in focus. My commitment is to ensure the resources are available to our staff to be able to better serve and support our scholars. The biggest commitment is on modeling the behavior we expect to see from each other and our scholars. I am also committed to ensuring we have the proper tools and resources to support those we serve. It is also important to review and reflect our current written policies and procedures, to ask for feedback on those and make changes where appropriate. We have to be consistent with our actions, and our words. We have to best serve the unique and individual needs of our scholars, and each other. In my EDL 610 course, which is Visionary Leadership, we are spending time learning, teaching and demonstrating the Habits of Highly Effective Learners by Stephan Covey. This week, the topic is on putting first things first.
A great quote by Steven Wright was shared to help put this habit into perspective: "I watched the Indy 500 and I was thinking that if they left earlier they wouldn't have to go so fast." A novel idea! It really goes to the notion of time management and how an individual manages their time. After all, there continue to only be 24 hours in a day. Covey talks about time management and this notion of putting first things first through the illustration of four (4) quadrants: urgent & important, not urgent & important, urgent & not important, and not urgent & not important. He shared that many people spend time in the last two (bottom two) quadrants, as opposed to the first two (top two). The idea then is to refocus our efforts and prioritize our time. I have actually seen an example that comes to mind ... a peer charter school leader only reads and responds to eMails twice a day. During the rest of the day, you receive an out of office message that shares this concept, and notes that if this is urgent, to call. Otherwise, he has a focus and plan for his day. When it comes to making a commitment on this notion of putting first things first, my commitment is to start to prioritize my day and week. To ensure I am working on meaningful tasks that are not urgent & important, because that means I have properly mapped out my time and am able to ensure my focus is on the important work at hand as opposed to what is urgent because proper planning did not take place. Understanding what needs to happen first will ensure time can be properly used, properly managed. Understanding this will help lower stress and maximize all the available hours in the day. |
AuthorJ.J. Lewis - a blog sharing the journey throughout SDSU's MA.EL. program. Archives
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