Sometimes we underestimate the power of a story. Stories can teach, build empathy, make us laugh, take us to new places, build understanding, create questions, support a stance… Stories – we love to listen to them.
Doris Kearns Goodwin, at the ASCD Empower 19 Conference, talked about great leaders. “Great leaders,” she said, “communicate simply and directly through stories.” If we look at Jesus the Christ, we see one who spoke and taught through parables and questions. Jesus knew the power of a good story. Jesus knew how questions lead others to stretch their thinking. Make no mistake, stories can be powerful. In today’s world, we are encouraged to tell our stories. Why? Our stories help others to understand who we are and what we are about. It may bring attention to difficulties in our world and our society. Stories can cause others to take action. Our stories can be a way of connecting to the hearts of others. When I am listening to a speaker, I listen more intently when the speaker tells stories. Between the facts, I like to hear the stories that support the facts. Stories make speeches more interesting and build those connections. In our classrooms and schools, stories are important for all of these reasons and more. Stories build pictures in our minds. Some stories have been passed down from generation to generation. These stories have helped people understand where they came from. The stories told the hardships and joys of their ancestors. These stories continue on to build strength and hope in future generations. Besides the speaker telling stories, we have to be willing to listen to the stories of those around us. All students have a story. Each of us has a story. Sometimes we want to hide that story. We don’t want our story to be told. We don’t realize that when we share our story it begins to set us free. One year I had a preschool student who was in foster care. He had lived in an abusive home, and had been shot in the foot. I knew his story before he entered our preschool. He could not tell his story, but I saw the effects of his story. He expressed his anger through outbursts and tantrums. He expressed his sadness through silence and crying. It took him a while to trust me. It took him months to allow me to hug him and console him. He had a story he couldn’t tell. He didn’t know how to tell it except through emotions. Listen to the stories around you. Pay attention to those stories. Let those stories touch your heart. Allow those stories to bring you to action in a way that helps others. Go ahead – tell your story. Great leaders and teachers know how to use stories to provide meaning in a world that sometimes seems meaningless. What’s your story? BEcky
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A fake leader – a leader who pretends to be something he/she is not. This leader seeks power and success and admiration. This type of leader cares first and foremost about him/herself. It is all about adulation for what he/she does. It is about the opportunities for advancement and for glory. It is not about the people.
Doris Kearns Goodwin, at ASCD Empower 19 Conference, said that great leaders are approachable and accessible; they establish connections with the ordinary people. Some leaders come to mind that had this ability to connect with everyday people in everyday life. Martin Luther King Jr. was a leader who listened to his people and connected with their situations. He made himself available to the common man and worked to right the wrongs taking place. He endured the same hardships and experienced the consequences of his work to change society – having been jailed, having his home bombed, hatred for his views and ideas… Moses led his people out of slavery. He told Pharaoh, “Let my people go.” Notice he did not say, “Let THE people go.” He said, “Let MY people go.” He identified with the very people he was trying to help. He cared, and he worked to set the Hebrews free. What is very interesting to me is that Moses did not feel he had the qualifications to lead these people. He struggled to take on such a mission. Moses did not seek power and fame. His uncertainty in being a leader was one of the very ingredients that led to his greatness and to his success. Jesus provides the best role model for real leadership. Jesus hung out with ordinary people: sinners, outcasts, the weak, the poor… People came from all over to hear his preaching and to see what this man was all about. He was accessible to all people. Think also about the words from scripture and take note of how Jesus addressed religious leaders of his time. He pointed out the lack of caring and concern for the common people. The scribes and Pharisees were “fake”; their words did not match their actions. Then read how Jesus talked to the common man. There was no doubt that His mission was one of love and caring. His actions matched his words. Look at how Jesus worked with his disciples. He loved them, taught them, encouraged them, and even washed their feet! – what a teacher! Jesus did not seek the glory of an earthly king, but the hardship of a Savior. When we look at school leaders, what do we see? Do we see fake persona? Are the leaders seeking to put things in practice that will move them up the ladder? Or are the leaders truly looking at the needs and best interests of children? Are the leaders in touch with the children in their schools? Do the leaders identify with of all of their staff rather than listening to a few? Do the leaders have their own agenda or do they consider the make-up and needs of their individual schools? Fake school leaders can bring “success”, but it might not be the success that is in the best interest of students and to their growth as productive citizens. The desire is to have leaders who are accessible to children, parents, and staff. Supposedly that’s what public schools are all about. Do we want leaders who focus on advancement or do we want a focus that puts the needs of children first? Real leaders value their staff and work to hear their voice. This can be compared to “washing the feet of their workers.” This builds a bond and shows that the leader is with these people through the ups and downs of their work. It shows trust for the work of those in the field. It is done in a spirit of sincerity, love, and respect. It is not fake. It is real! It is for the people. BEcky Peter, the apostle, - fisher of men, a leader of the apostles, friend and follower of Jesus… Peter was a great man with many human inadequacies and fears. These “human conditions” help us relate to Peter as a person. We consider Peter a man of greatness, a leader who went on to build the Christian church.
As Jesus began his journey to the cross, Peter – his trusted friend and apostle, denied Jesus three times. Jesus had loved Peter, taught him, encouraged him… Peter was a devoted follower of Christ. When Christ predicted Peter’s denial, Peter believed there was no way he would ever do such a thing. Yet, Peter DID deny our Lord. How could Peter do this to his friend? He was one of Jesus’ closest disciples, and a leader of the apostles. Yet, Peter denied Christ not once, but three times. How then could God allow Peter to continue to serve Him and continue to be a leader for Christians? Jesus shows us once again the workings of a true leader. Jesus knew Peter’s heart. That is why Christ selected Peter as one of His disciples in the first place. Jesus looked past what Peter had done. He saw what was in Peter’s heart. Though Peter had denied Jesus, Peter was still loved by Christ and important to God’s work on earth. Christ did not give up on Peter even though Peter denied he ever knew Jesus. Could you forgive someone who denied you or betrayed you or worked against you? Could you look past what this person had done and give him/her a position of power and honor to work beside you and with you? Could you trust them? Could you depend on them to give you good advice, to help you, to head important projects dear to your heart? Doris Kearns Goodwin, at the Empower 2019 conference, said strong leaders have the capability to transcend past slights and resentments. Strong leaders are able to see what is inside a person and use what is good to help their cause. This ability to forego resentment builds a loyalty in those people. These very people who could have been resented are now valued and their talents used to benefit a greater cause. I admit that this would be very difficult for me – to have a person who slighted me and hurt me, to place them in a position of power next to me. I might be thinking – when will they pull out the knife and stab me again in the heart? This is truly a tough decision. You have to know the intentions of the one who slighted you. You have to be able to discern what the person’s heart is all about. We know of too many stories in history where leaders have trusted the wrong people and it cost them everything. A strong leader strives to know the hearts of people. Just because someone disagrees or makes a mistake does not make them an enemy. The hearts of people who disagree or who make mistakes can be used to help a leader and a good cause. Strong leaders are not afraid to take people who might be on the “opposite” side and give them a seat at their table. Strong leaders are able to listen and value people who are different with different ideas. They rise above past slights and throw resentment out the window in order to provide the best thinking for those they serve. BEcky “He made me do it. He told me to do it.” I can’t tell you how many times I have heard these words in the classroom. Children do not want to be in trouble, so they place the blame on others for their own actions. “They made me do it.”
If we hope to raise good citizens, we teach our children to take responsibility for their actions. We help them to discern right from wrong. We help children to understand the consequences of their words and actions. We help children to accept their mistakes, acknowledge their mistakes, and turn them into learning opportunities. Good teachers help children to be honest about situations, to view problems truthfully, to admit failures, and to correct mistakes. The culture and climate of a school caused many good teachers to leave. The administrators said “Those teachers just didn’t want change. They were not team players. They were creating conflict. It’s not my fault.” They failed to see how their own actions may have created this type of environment. Strong leaders reflect on their own actions. They refrain from blaming others such as good teachers. They ask themselves, “What am I doing, what have I put in place – that may be a factor in this environment?” The more they put blame on the teachers or others in the organization – the more their leadership will suffer. People will respect leaders who say, “I take the blame here. I wasn’t listening when I should have been. I did not consider your voice. I did not value your work. I’m going to work on this. I desire a culture and climate that makes everyone work and learn at their full potential. I am ready to listen, and ready to put students first. I am ready to support you in creating an environment that encourages you in your work with kids. We are going to make our school the best it can be.” What the administrator does is takes responsibility for what is happening. The administrator then begins to rebuild trust by honestly and sincerely sharing how he/she is responsible and how he/she will begin to make things “right”. Notice the leaders do not say – “It is YOU that caused this problem!” The leader shoulders the blame, but does not stop there. The leader then works to change things for the better. Jesus looked around and saw a world of sin. He began to teach the good news, and began a mission of love and hope. Jesus took on the sin of man. He took the blame. Though Jesus was sinless, He took responsibility for sin. Jesus died on the cross, giving mankind victory. Jesus wasn’t a wimp. He pointed out failures in leadership and in man. He preached the good news knowing what was going to happen. Jesus took responsibility for sin in the world. He made a way for man to receive the grace of God. At the ASCD Empower 19 conference, Doris Kearns Goodwin discussed how strong leaders have the readiness to take full responsibility for problems and failures. These leaders shoulder blame. They take on their mistakes and work to fix what has gone wrong. “The price of greatness is responsibility.” Winston Churchill “Rank does not confer privilege or give power. It imposes responsibility.” Peter Drucker “A hero is someone who understands the responsibility that comes with his freedom.” Bob Dylan “Take stands, Take risks, Take responsibility.” Muriel Siebert Strong leaders are not afraid to take responsibility and shoulder blame. BEcky What kind of leaders do we hope for? Doris Kearns Goodwin discussed qualities of strong leaders at the ASCD Empower 19 Conference. She spoke of leaders who have the capacity for inspiring and motivating others. These leaders create a culture of respect.
Notice the wording: CREATE a culture of respect. Respect is not demanded. Respect is created. Respect is created by the words and actions of the leaders. I think about leaders who have created this kind of environment. A respectful environment is created by listening, seeking to understand, and valuing people. These leaders guide and protect those they serve. Most of us desire leaders who can motivate us and inspire us to be the very best we can be. It really comes down to the leaders knowing the hearts of the people they serve, and the people trusting the hearts of their leaders. Trust for many people develops over time, after listening to and watching the actions of leaders. When times are tough, how do strong leaders speak? Do they speak in a way that condemns or berates? Do they speak with wisdom that brings understanding? How do leaders treat their people? Even in times of conflict, is the focus on doing what's in the best interest of the people one serves? Words and actions can inspire and motivate. That’s what good leaders do. Consider each quote below – (though some may disagree) what does the heart convey? “It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; . . . who at best knows in the end the triumph of high achievement, and who at worst, if he fails, at least fails while daring greatly.” “Remember, remember always, that all of us, and you and I especially, are descended from immigrants and revolutionists.” “You do not take a person who, for years, has been hobbled by chains and liberate him, bring him up to the starting line of a race and then say, "you are free to compete with all the others," and still justly believe that you have been completely fair. We seek not just legal equity but human ability, not just equality as a right and a theory but equality as a fact and equality as a result.” “Democracy cannot succeed unless those who express their choice are prepared to choose wisely. The real safeguard of democracy, therefore, is education.” Consider too, the words of leaders from the Bible and the words of Jesus. These words touch my heart and my very soul. Jesus speaks words of wisdom and light. His sermons, his words to followers, his words to “outcasts”, his stories and questions – give hope and redemption. But it is not only His words that matter; it is the actions of Jesus. He not only spoke in a way that inspired and motivated people, he made the ultimate sacrifice of a leader – taking on our sins, suffering our pains, living our sorrows… He was given the strength to die in order to set us free. “Nearly all men can stand adversity, but if you want to test a man's character, give him power.” Look at how Jesus used his power. In all words and actions Jesus used his power to show his love for mankind. Give us leaders and teachers who inspire and motivate. Give us leaders and teachers who create a culture of respect and love. Give us leaders and teachers whose actions show how they value those they serve. BEcky I’ve seen it – sad – disappointing – missing the boat. I have seen and felt how it goes with leaders that do not have self confidence when it comes to people who disagree or question. Sometimes leader thinking goes like this: Those people are trouble; they question; they stir things up; they go against the grain…! So how do we get those people out? How do we shut them up and shut them down? If we rid ourselves of these malcontents – then we can soar; then we will be a team; then we will succeed. Yep, it’s time to clean house. We want people that think like us, believe like us, and will approve of all we do. We have no room for people that disagree. We don’t care if they are good at what they do – they don’t fit. Out with the old, and in with the new who support us as leaders and all that we do.
What does a strong leader seek? People who believe like them and think like them? I listened to Doris Kearns Goodwin speak at the ASCD Empower 19 Conference. Ms. Goodwin emphasized how strong leaders have the self-confidence to surround themselves with strong minded people, even if they disagree. As a matter of fact, strong leaders value a “trusted person willing to speak truth to power.” We need strong leaders in education: leaders with a heart and leaders with the strength to surround themselves with people who question and disagree. We will go nowhere with leaders who seek only to have a staff that agrees with them, who believe in them blindly, who trust their every move and motive without question… If we look at history, we know this does not end well. AND our whole goal as an education community is not to develop sheep; it is to develop citizens who fight for continued freedom, who imagine, who create, who question and in the process strengthen the views and ideas of others. I am one of those people who seem to question everyone and everything. Respect from me has to be earned. I don’t give respect lightly. I don’t mean to hurt people when I question. Questioning is a part of who I am. I even question God almost each and every day. God allows me to do so. He accepts me. He loves me. He listens to me. When God created man, He gave him a brain. Man has free will. God allows man to think. God allows us to question Him. Strong leaders know how to create an environment of respect and acceptance with people who question and disagree. These leaders value “truth” and in the process the people around them value their leader who listens. A true team is filled with different people who question and speak truth. This A-team has a leader who values differences and questions. The leader through his/her actions develops a sense of community and respect. The team works to benefit those they serve. Leaders may desire like thinking and may want smooth sailing with people who support them. What some leaders don’t realize is the loyalty and support you gain when you approve of differences and allow voice. People will work hard for leaders who value them. Sometimes people who disagree may have some points to consider. Their thoughts and advice could save a leader from making mistakes. Strong leaders are not afraid of having strong minded people around them. Strong leaders value truth. Strong leaders listen to disagreement before they make decisions. Strong leaders hear questions and formulate answers in their mind to make their position one of strength. A strong leader has the self-confidence to surround him/herself with other strong people & thoughts. Surrounding oneself with those who always agree is a loss. Victory in agreement will have been won, but the real battle will have been lost. BEcky Have you suffered pain and adversity? Are you able to empathize with others? Do you allow yourself to show some vulnerability? If so, you may have the makings of a great leader. Some of the finest leaders have suffered adversity which created and instilled a sense of empathy for others and a vulnerability that inspired people. Doris Kearns Goodwin discussed traits of great leaders at the Empower 2019 conference. She discussed how great leaders had the ability to grow through adversity. They demonstrated empathy for others and vulnerability.
Personally, I admire leaders who listen. I admire leaders who consider the thoughts and ideas of others. I admire leaders that admit they do not have all the answers. I admire a leader that is strong and caring. Most of us want leaders who are strong enough to withstand all that the world throws at them, but vulnerable enough to show that they are human. They are, after all, one of us. They know what it means to live in this world and to experience all the ups and downs, the failures and the victories, the struggles and the joys of life. Showing empathy for others is very important for great leaders. They carry out their mission, whatever that may be. Yet every step of the way they show how deeply they care for their people, and they create a mission that is in the best interest of the ones they lead. I listened intently as Doris Kearns Goodwin discussed Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Lyndon Johnson. It was fascinating to listen to the adversities of each – their struggles and pains. It was interesting how vulnerabilities created in each of them a sense of empathy for others. I began to think about the greatest leader of all time – Jesus. I thought about how Jesus grew through adversity – how He demonstrated vulnerability and empathy. We often think that strong leaders have great emotional strength and a strong will; they do not seem to doubt themselves. If we look closely at some of the world’s greatest leaders, we learn of their struggles and their inner battles. Even our perfect Jesus experienced emotional pain. The garden of Gethsemane is one place where we see Jesus dealing with his own emotions and the mission of taking on the sins of mankind. “They went to a place called Gethsemane… he (Jesus) began to be deeply distressed and troubled. ‘My soul is overwhelmed with sorrow to the point of death’…(Mark 14:32-34) Going a little farther, he fell to the ground and prayed that if possible the hour might pass from him. ‘Abba, Father,’ he said, ‘everything is possible for you. Take this cup from me. Yet not what I will, but what you will.” (Mark 14:35-36) Jesus suffered much on the way to great victory. True leaders turn their adversity into growth. They use adversity to mold their mission and empathy for people. Great leaders know they are not perfect. They can identify with those they lead. Teaching about adversity, empathy, and vulnerability is important in the classroom. We help children understand that adversity can help one grow – no one is perfect – we all fail – we all have problems and shortcomings – we show children ways to deal with troubles; we help them use their vulnerabilities to connect with others – we find ways to develop empathy – we show how empathy brings understanding which can build a mission. We introduce people that experienced adversity, were vulnerable, who showed empathy for others and went on to make a difference in our world. We help them understand that even those that have gone through the greatest hurts can become the greatest leaders. Be a leader that understands adversity, vulnerability, and shows empathy! BEcky Equality & equity in school systems, where are we? I know that I will be judged for writing this, so I want to make a few statements before I get into my thoughts on education and equality & equity. I love public schools. For the most part, I stand with Red for Ed. My daughter and two daughters-in-laws work in the public school system. I have worked for 23 years in public schools. Currently, every one of my grandchildren attends public schools – 7 that are of age. I am also supportive of charter schools, having unsuccessfully sought authorization to become a charter school. I have studied charter schools and been through the arduous process in the state of Indiana. I have been a teacher in a private - faith based school. So I have experienced three systems of education. I am by no means an expert, but I have some thoughts on the matter of equality & equity in education.
Public schools provide ALL children with access to an education. This is equality. No one can be denied this right to be educated. But do all public schools provide equity; do all public schools provide a quality education to ALL children? These are tough questions; no one wants to answer no. But, if we are honest, we know that some schools have far more access to resources, quality buildings & classrooms, and highly effective and experienced teachers than others. Though the public school system displays equality, we have a ways to go when it comes to equity. The wealthier school districts and schools seem to have their needs met when it comes to educating students – good facilities, resources, effective and experienced teachers. While there are urban and other schools who struggle to provide adequate facilities, resources, and usually have fewer experienced teachers. I believe one reason charter schools came into existence was due to the equity issue. Charter schools provide parents with a choice that they normally would not have. Wealthier families have had the privilege of choosing the type of education they desire for their children. Many other parents were not and are not afforded this privilege and choice. Some charter schools even target specific populations in order to make a difference such as an African American population, low-income students, English as a second language… Charter schools are public schools, meaning they cannot deny access to any student – though there is a lottery process in place due to the possibility of waiting lists. Charter schools and public schools have similarities and differences. Like public schools, there are charter schools with buildings and classrooms that are not in the best conditions. Some charter schools are not meeting expectations. Again, we could say the same for public schools. So are charter schools doing a good job with equality and equity? Our answer would probably be some are and some aren’t. And those that aren't should be dealt with as any public school; charters in Indiana do have authorizers in place that are supposed to monitor and deal with such things. What a charter does accomplish is providing an opportunity for choice. Then we have private schools. Vouchers provide another way to provide equity to those who otherwise would have no avenue to attend these types of schools. Debate continues on the use of vouchers and on charter schools, for that matter. Vouchers and charters are a response to equity issues and choice. Legislators who fight for charters and vouchers are not evil people; they are not necessarily against public schools. They might be people who believe in equality and equity. Until we are able to provide both equality and equity in the public school system, we should look at ways to provide equality and equity to our children. It is not wrong to question charter schools and vouchers. It is in hearing those thoughts that we are better able to supply our children with an education of equality and equity. We do have to look at inadequacies in both vouchers and charters. Some believe that people who support charters and vouchers want to eliminate public schools. Are there really people out there wanting to eliminate public schools? Maybe – it's hard for me to believe that most people would want to eliminate this important institution. As a principal, I once feared charter schools and vouchers. I, too, fought against them. But one way our staff attempted to fight this battle was to rejuvenate our school – sadly that never came to fruition. I have learned that charter schools and vouchers do not have to be our enemies. But what we do need to do is to make sure our public schools are funded in a way that allows our public schools to provide both equality and equity. We do need to value our public schools and our public school servants (staff). On these issues, I stand with Red for Ed. I fight not to abolish charters and vouchers; I fight to provide the best education for all children. I fight for equality, equity, and choice. It must be a matter of equality AND equity. BEcky Me: We have 3 children. We have 4 pieces of pizza. What can we do?
Students: Everybody can have one piece. Then you can cut the other piece so everybody gets the same. Me: So we could divide the last piece equally between the 3 kids? Students: Yeah. Me: Would that be fair? Students: Yeah. Me: I forgot to tell you something. One of the children did not eat supper last night and did not have breakfast this morning. What should we do? Students: Welll, we should just give the last piece to the one who is hungry. Me: So two children get one piece and one child gets two pieces? Students: Yeah! Me: But is that fair? Students: Yeah. Me: How is that fair? Students: Because the one that gets two pieces is hungry. The others ate supper and breakfast. Me: When everyone gets the same – that is equality. Sometimes in our class we make sure that things are equal, that everyone gets the same. Me: When we think about needs – that is equity. Sometimes in our class it appears that things are not equal; when that happens it is usually because we are trying to provide equity. So, for example, we make sure everyone gets pizza. But if we have extra, we make sure that those in need get the extras first. Me: What did we learn about fairness? (Kids share ideas) Me: Fair doesn’t always mean everyone gets the same, fair can mean everyone gets what they need. This is my version of equality and equity. On the York Academy of Discovery Facebook page, I have shared a couple of very good posts that deal with equality and equity. These posts really help one to distinguish between equality and equity. In a classroom, you need both equality and equity. BEcky What daily message do you send to your kids? Baruti Kafele, at the ASCD Empower 19 conference, said that students must first hear a message from their leader. The principal lays a foundation and tone for the day. Principals should take this daily opportunity to give inspiration, give kids power, and give kids belief. Mr. Kafele knows kids and knows education!
When I was a principal I implemented this daily message. It became an important part of my daily routine, and one that I tried not to miss. Our students gathered in the gym each morning. It was my practice to enter the gym about 10 or 15 minutes before the actual school day was scheduled to begin. All announcements for the day were given at this time. I also took this opportunity to do things like talk about black history month and present an important person who contributed to our world, talked about days such as veteran’s day and labor day, recognized student birthdays and the whole school sang to those students, all awards were given at that time such as attendance – student of the month – academic awards – sports awards (we did not have to plan a special awards ceremony – celebrating was a regular practice and did not disrupt the instructional day), discussed a sports event and the character of our team along with the win or loss, we did the Pledge to the Flag, we had a moment of silence, sometimes we danced… This was a practice that got MY day off to a great start. Each school day, I could look into the faces of the students of my school – no better way to know my role for the day, always trying to put students first. What daily message do you send to your kids? I thought about this some more and came to the conclusion that it is not just about the principal sending a message to students. It is about the entire education community sending a message to students, helping them to realize that they matter and their learning matters. We are their support system, their guides, their teachers… What daily message do you send to your kids? Parents, as you get your kids ready for school – what message do you send them? Do you send them off with love and hope? Do you show your value of education and the learning process? Do you listen for concerns and problems your children express? Though the morning may be rushed, do you show you care? What message do you send to your kids? Teachers – do you welcome your students? Do you notice emotions of sadness, hurt, happiness, excitement…? Do you show your commitment to the whole child? Do you begin your day with children knowing that they are yours and you will care for them like family? Do you send a message of possibilities and success and hope? What message do we send to our kids each day of the school year? No message sends a message. Don’t underestimate the importance of a daily message and a daily greeting. The daily message sets the tone for the day. AND as Baruti Kafele so eloquently stated – it is an opportunity to give inspirations, power, and belief! A daily message – a good way to start the school day! BEcky |
AuthorBecky Kischnick |