A nice post of the signs of good leadership. Something all school principals should aspire to.
Tag Archives: Leadership
I’ve been quite inspired this article – you should read it!
Thank God, a seven year old child knows what the church is, namely, holy believers and those who follow the voice of the Shepherd.
-Martin Luther, 1537
These first two weeks have been very busy. Grade 5/6 have been to Canberra, we’ve welcomed a new family to our school and also a new pastor in Pastor Sam. So much has been done and also needs to be done!
We commenced this term with the story of Mary and Martha as recorded in Luke. Jesus visits the home of two sisters, Mary and Martha, and while Martha is doing all the work, Mary is sitting listening to Jesus. Martha gets angry and asks Jesus to tell Mary to ‘get back to work!’ Jesus’ response is one we need to recall, “Martha, you are worried and upset about many things, but few things are needed – indeed only one. Mary has chosen what is better, and it will not be taken away from her.” (Luke 10:41-42)
It reminds me of Luther’s words above – that often younger children are aware of the things in life that are truly important. Appreciating beauty, enjoying a laugh, hugging their friends and family – and giving thanks to God for His gifts. The older among us are often the first to forget these things.
Let us follow our children’s example and be reminded that our main goal in life is to follow the voice of our Shepherd. He is our sustainer, guide and teacher. Time given to God to be in his presence gives us the strength to do what needs to be done on this earth.
As we begin a new period of learning, let us all be faithful in giving our time, focus and love to our Lord.
A few points I pulled out of this excellent book:
What, then, is moral courage? It can be defined as the quality of mind and spirit that enables one to face up to ethical challenges firmly and confidently, without flinching or retreating. It is a “quality of mind” as well as “spirit” because, like all ethical endeavours, it partakes of both the rational and the intuitional capacities, both left-brain and right-brain activity, both the processes of intellectual discourse and the feelings of rightness and wrongness inherent in each individual.
- It enables us to face up to problems—not necessarily to resolve them, and certainly not to promise that we will master them, but to address them squarely, frontally, and with determination.
- It requires action that is both “firmly” persistent and “confidently” assured that its tools—the moral, mental, and emotional elements of argumentation and persuasion—are sound enough to weather serious resistance.
- Finally, it requires us to act “without flinching or retreating” in the face of persuasions, from the subtle to the violent, that make us want to turn tail and run.
Step 4: Understand the Risks I
Understanding risk involves the contemplation of possible outcomes…Have I adequately assessed the dangers involved both in acting and in failing to act? Am I clear on the moral hazards, even if the situation involves physical hazard as well? Do I have a clear picture of the three principal challenges — solving ambiguity, exposure, and loss—inherent in any situation
Am I willing to face up to the ambiguity and confusion that surrounds this problem? Can I penetrate its mysteries without being baffled, duped, or mentally overwhelmed? If I fear I could be wrong about the facts, does that
prevent me from moving forward? Or do I have that tolerance for ambiguity, that confidence in my ability to figure things out, which is essential to moral courage? Can I distinguish persistent firmness in the face of wrongdoing from true moral courage in the face of right-versus-right dilemmas?
Do I recognize the fear of exposure that can inhibit moral courage? Am I willing to make myself vulnerable for the sake of achieving some higher good? Do I acknowledge that by acting with moral courage, I may be thrust into a highly visible leadership role—whether I want it or not? Or am I hoping I can hide and still make a difference? Have I got the focus and stamina to weather the exposure that frequently accompanies morally courageous acts?
Do I grasp the peril to my income and position—as well as to personal relationships and public reputation—that may be involved here? Is this the hill I want to die on? Have I underestimated the risk, so that I might lose everything to no avail and be accused of foolishness? Or have I overestimated the risk, so that what I think to be courageous has very little risk at all, leaving me open to charges of mere bluster and bravado? Do I understand that moral courage shines most brightly when the stakes are highest?
State of the World Forum Values
This one is a must read for educators…and politicians making educational decisions too!
“If you design a system to do something specific, don’t be surprised if it does it. If you run an education system based on standardization and conformity that suppresses individuality, imagination, and creativity, don’t be surprised if that’s what it does.”
The students who feel alienated by current systems of standardization and testing may walk out the door, and it’s left to them and others to pay the price in unemployment benefits and other social programs. These problems are not accidental by-products of standardized education; they are a structural feature of these systems. They were designed to process people according to particular conceptions of talent and economic need and were bound to produce winners and losers in just those terms. And they do. Many of these “externalities” could be avoided if education genuinely gave all students the same opportunities to explore their real capabilities and create their best lives.
Education is really improved only when we understand that it too is a living system and that people thrive in certain conditions and not in others. The four principles of organic farming translate directly to the sorts of education we urgently need to cukivate. Paraphrased for education they might be:
- Health. Organic education promotes the development and wellbeing of the whole student, intellectually, physically, spiritually, and socially.
- Ecology. Organic education recognizes the vital interdependence of all of these aspects of development, within each student and the community as a whole.
- Fairness. Organic education cultivates the individual talents and
potential of all students, whatever their circumstances, and respects the roles and responsibilities of those who work with them.
- Care. Organic education creates optimum conditions for students.
A few years ago I bought a new car. It took a long time. Once I’d decided on the model, I was offered an endless series of choices to customize it to my personal tastes and needs: colour, fabrics, sound systems, number of doors, engine size and so on. It was like filling out a tax return. I asked the salesman how many versions of this car there actually were. He didn’t know but guessed that mine would be unique, just like all the others he’d sold. In contrast, I got my first car when I was twenty-three. Back then, there was only one question: “Do you want it or not?”
Nowadays, we take for granted that we can personalize just about anything, from the apps on our smart phones, to the clothes we wear, to our pages on Facebook. The same is true of health care. As technology and the understanding of biology continue to develop, the medicines you take will become ever more tailored to your individual body type. This process of personalization seems to be everywhere, but it has yet to take root in education. This is ironic, because it is in education that personalization is most urgently needed. So what does that mean? It means:
- Recognizing that intelligence is diverse and multifaceted
- Enabling students to pursue their particular interests strengths
- Adapting the schedule to the different rates at which students learn
- Assessing students in ways that support their personal progress and achievement
Great teachers are the heart of great schools. In their various roles, they fulfil three essential purposes for students:
- Inspiration: They inspire their students with their own passion for their disciplines and to achieve at their highest levels within them.
- Confidence: They help their students to acquire the skills and knowledge they need to become confident, independent learners who can continue to develop their understanding and expertise.
- Creativity: They enable their students to experiment, inquire, ask questions, and develop the skills and disposition of original thinking.
In planning the school curriculum, I much prefer the idea of disciplines. A discipline is a mixture of theory and practice. Mathematics, for example, is a combination of methods and processes and of proposition knowledge. The student is not only learning about mathematics, but also how to do mathematics. The same is true of disciplines that involve physical skills and the control of materials and tools, including music, art, design, engineering, technology, theatre, dance, and the rest.
Andreas Schleicher is director for education and skills and special adviser on education policy to the secretary-general at the OECD. “The world economy no longer pays you for what you know; Google knows everything,” he told me. “The world economy pays you for what you can do with what you know. If you want to learn if someone can think scientifically or translate a real-world problem into a mathematical context, those things are harder to assess, but they’re also more important in today’s world. We see a rapid decline in the demand for routine cognitive skills in our world and the kinds of things that are easy to test and easy to teach are also the kinds of things that are easy to digitize, automate, and outsource.”