Consider “what other leadership traits and skills” you would look for in a leader. Consider readings, learning activities, and your own Covid-19 experiences. How have you grown as a leader? Has your definition of what counts as leadership changed? Have your aspirations as a leader changed? "
Surprisingly, this has been the most gratifying, humbling, and
self-affirming school year of my life. This chance to reflect is not an ending
but rather a step in the beginning of a very new and very exciting era in
education. It seems almost indulgent to reflect on a time so rife with new
experiences, new interactions, and new challenges. Never before have we had
such opportunity and buy in to push ourselves and one another aiming for higher
quality, equitable instruction for all types of learners. While some in our
field may view this pandemic we are experiencing as a horrible and disruptive
calamity, I have seen so much potential come alive in my colleagues and in
myself. It does not matter what brought us to this precipice but it matters
wholly what we do with this opportunity.
When I look back just a few short months to the beginning days of
this new semester, it feels as though a whole year has gone by. We have before
us new challenges of equity, not only of devices and access to technology, but
of quality content and opportunities for learning. While in the beginning of
the semester when we examined the archetypes
described by Malcolm Gladwell in his book The
Tipping Point, I identified myself as a salesperson, able to sell
researched ideas and best practices to even the most reluctant as I would a
pair of chinos, I am finding in my new normal that we crave leaders who are
multifaceted. Recognizing that I am just beginning to see myself as somewhat of
a perfunctory leader, I know I have a lot of learning, watching, and reflecting
to do. But I now have a higher expectation of myself. It is not enough for me
to identify with one leadership style and stick to it. I must develop
holistically, knowing that there will be times when I may need to flex into
different styles and roles. Staying present in my PLN allows me to play the role of a maven with my colleagues, sometimes
alerting them to new or emerging tools. I may need to be a salesperson to
advocate for a powerful learning tool that I know I can use effectively with my
own students. To a colleague, I may simply need to be a connector, helping them
find tools or resources to answer incredibly thought-out or creative questions
and ideas. I believe great leaders may prefer certain methods or ascribe to
certain styles, but overall I believe great leaders should have the capacity to
step into many roles, depending on the need. I have new expectations for
leaders who I believe epitomize leading-they must be versatile in the roles
they play, and they must be learners.
Peter
Senge is a noteworthy researcher, writer, and
strategist, author of The Fifth Discipline which is hailed by
Harvard Business Review as being one of their “seminal” texts. As Senge puts it
simply, “‘Leader as teacher’ is not about ‘teaching’ people how to achieve
their vision. It is about fostering learning, for everyone.” His idea that a
leader would inspire continued development and growth is not groundbreaking.
However, the idea that this leader would help create a whole learning
organization where the expectation for all members is that they are
constantly moving towards personal mastery through learning is an audacious
vision and one that we desperately need to maintain. Leaders of our new
educational landscape must strive for this idea. Imagine a world where our
educational leaders do not possess the answers, but rather the questions that
keep us moving forward towards deeper understanding driving our education
system forward.
This is a reflection. But it’s also a plea. Tomorrow’s future for
learning has arrived early. We need leaders who are willing to take on the
challenge and pleasure of creating environments where technology is leveraged
to even the playing field and afford access to high quality instructional
opportunities for all learners. We have been given this great gift of seeing
what is possible when integrating technology in our instruction. We must make
it probable that students will continue to grow their skill sets, their
connectivity with one another and the world, and their zeal for new
information. Help keep this momentum going by being a leader no matter what
your role in your organization. Insist we use and maintain access to the tools
we have worked so hard to get. Vote at your town’s school budget meetings. One
thing I’ll adhere to is I don’t believe leadership is tied to positional
authority. This year I have worked with amazing paraprofessionals who have
advocated for our students to get them access to online books and read alouds.
I have seen teachers who have never used technology in their classrooms use
engaging and exciting science videos or have their students interact with a PhET simulations to process and experience scientific inquiry. We are
no longer using technology as a babysitter, or substitution as described by the
SAMR model, but rather to augment or even re imagine how and what we
teach. Our destination postcard has arrived. We can see that truly integrated,
blended learning is possible and necessary. Don’t give it up.
Peter Senge and the learning organization.
(n.d.). Retrieved April 29, 2020, from
https://infed.org/mobi/peter-senge-and-the-learning-organization/
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