Tag Archives: Educational Leadership

Table Poster Summary March 17, 2012 World Cafe

Attached is the summary of the Table Posters March 17, 2012 table posters world café event. I was able to share some of our experience over the past 2 months at the Servant-Leadership conference in Portland this past weekend.

I devoted a slide to some  of the descriptors that emerged at our tables. These descriptors serve as a nexus for the servant-leader, mindful practice for all  leaders, and the necessary building of community that is so vital in education today.

Last night, I was re-reading an interview with Parker Palmer conducted by Mike Seymour for his book Educating for Humanity. This line stood out for me: “The professional context in school allows very little reflective time for the important questions of selfhood and meaning.” This lack of time extends to adults and children in schools. Without caring and open conversations, the purpose of education remains a question unanswered. The questions about the purposes of education need to placed in the middle of our conversations, attended to carefully, allow spaces to open up for truly democratic participation to emerge, and not assume there are pat answers. That is what I have taken from our time together. There is so much gained from purposeful conversations framed around appreciative and eloquent questions. We took time and reflected on what we felt was important.

What can we do to extend these conversations? What can we do to bring these conversations to schools regardless of how they are organized? Children and adults will benefit from conversations that allow reflective spaces to take root and grow in their schools.

Community and its Role in Learning

Community has been a recurring theme throughout the World Café conversations and events, with many descriptors alluding to communal practices and relationships needed for learning to happen. Reciprocity, connection, supportive, affirmation, and other words expressing interactions suggest community. The summary posters of the March 17, 2012 World Café Event confirmed this recurring theme of community and the table posters, to be posted, also bear this out. The theme of community is important not just in learning, but in life itself. Without community, can life and learning be as meaningful?

Parker Palmer recently shared in a Facebook posting: “Community does not mean living face-to-face with others—it means never losing the awareness that we are connected with each other…” This link is to a short video of Dr. Palmer discussing the Myth of the Individual.

The servant-leadership conference I attended in Portland reinforced that, although community continually evolves, as a value it can remain intact. Here are some examples.

Professor Shann Ferch, from Gonzaga University, spoke about the “beloved community” that the late Martin Luther King so eloquently referred to. It is the necessity to see each other, including oppressors and those who have done harm to us, as human. Dr. Ferch also quoted Viktor Frankl: “We are made to turn outward, toward another human being to whom we can love and give ourselves. … Only when in service of another does a person truly know his or her humanity.”

We easily dismiss these references to community as the extreme and needed actions and words of those in different settings. After all, Dr. King led the Civil Rights movement in its halcyon days and paid the ultimate sacrifice. Dr. Frankl survived the atrocities of concentration camps during World War II. What do their experiences have to do with simply getting through the day?

Kirk Young, a colleague from Gonzaga, elaborated on what could be understood as community in the form of a value. The communities we choose to belong to share one common ingredient: intimacy. Ferdinand Tonnies, a German sociologist, used the word gemeinschaft and described this form of community as “a tighter and more cohesive social entity. [It is] exemplified in family and kinship” suggesting when humans gather in community, intimate experiences can be shared. Members share the good, the bad, and grow together towards common purposes, thus are mission driven. Values and mission serve as glue for community.

John Dear, a Jesuit priest, proposed in The Rebel Jesus, a second, mostly unnoticed miracle occurred during the Sermon on the Mount: the forming of community. Community allowed people to see the human nature of each other as Jesus instructed those closest to him to organize the large group (some believe well over 5,000 people) into small, more intimate groupings of about 50 people each. Father Dear suggested that in these small communities, people interacted differently and shared as they made connections with those now close to them. People were no longer strangers; whereas moments before they were simply part of a large and increasingly hungry throng. In contemporary parlance, they were statistics.

By witnessing the humanity in each other, we are better able to form community and share intimacy without fear. Our humanity is the one thing we can claim to share with others and in this, we find purpose to gather and form community around the universality of human values.

Potential for Servant-Leadership

At our latest World Cafe conversation, little was directly said about leadership and its function in learning, leading to some follow  up questions. What could leadership look like in 21st Century education? What role does a more traditional model of ‘leadership’ play? I placed quotes around leadership as I wonder what we understand by the word leadership. Management and administration seem more descriptive of the leadership in many public institutions but are not synonymous with leadership. Leaders occasionally do manage or administrate, so is it more important to consider that a leader potentially has several roles, including that of a servant?

Indirectly, the concept of leadership emerged in conversations. Comments were made about switching from institutional settings to alternative settings; breaking free from institutional modes and getting away from government “standards” or “numbers” to take control of and for our children. What does this suggest about leadership? Is it calling for a fluid leadership model premised on each person’s strengths within a community rather than counting solely on ‘experts’ removed from classrooms? I suspect we should re-conceptualize educational leadership to reflect the relational nature of learning. Adding technological layers and human buffers between the classroom and decision-makers is not the reimagining leadership I have in mind.

Leaders require personal confidence to step back and place trust in others to do the job at hand. Who in the community has skills and wisdom to steer the enterprise at a given time? When a leader says, “I don’t know” it can be a sign of strength and courage, not weakness and timidity. Stepping back should not be confused with offloading jobs the leader does not want. Leaders have to follow through and allow those, able in the moment, opportunities to succeed and risk failure while affirming their worth. In this manner, leaders serve the community, its goals, and its members. The servant-leader is as necessary today as at any time in human history regardless of the nature of community and the institutions it serves. Servant-leadership and consensus require courage and spirit from leaders and followers, based on communal values shared by each member, not merely a privileged few..

Community and the institutions that serve them, including schools, can reimagine leadership. Reimagined leadership will allow more than one hand to guide the ship. Without shared vision and service from all, those ships will sink under the weight of misplaced and misunderstood accountability. In bureaucracies, accountability is an external force of regulation and monitoring. Accountability, as a shared and understood communal value, calls on both followers and leaders to accept and fulfill responsibility. One aspect of servant-leadership will be to model leading in the role of a follower as each person takes on purposeful and respectful roles.