Education Week - May 30, 2018 - 23

The Face of Leadership

"

Personalization's code
will not be cracked
by its current businessand technology-driven
approach."

be more transparent, so that educators
and families who know students best can
edit and adapt their content and delivery.
Any collaboration between technology
companies and schools should be based on
the authentic involvement of family, education, and research communities.
Personalization's code will not be
cracked by its current business- and technology-driven approach. Investments-by
Chan Zuckerberg or any other funders-
need to help optimize the balance between learning for personal interests and
the collective good. In its current implementation, the initiative's personalized
approach swings the education pendulum
toward a faceless extreme. n
NATALIA KUCIRKOVA is a senior research fellow
at the UCL Institute of Education in England.

tative reasoning but to suggest that the deficiency is in our
attitude toward teaching math.
We know how to teach Latin, and we do it well. Year after
year we teach the same challenging skills, facts, and concepts in different ways from middle school through college,
never complaining that students are not doing collegelevel work. Once students have enough facility to read unabridged ancient texts, whether that happens in 8th grade
or their junior year of college, we move on to translation
and critical reading appropriate to the developmental level
of the student.
Our approach to teaching Latin can inform better practices in math education. No one would deny that students
wishing to become physicists must master calculus, but we
must shift our narrative from one that labels students "deficient" on the basis of arbitrary grade-level designations.
Instead, we should embrace a reverse-engineering model in
which we establish clear, carefully constructed pathways to
the things students must do.
Our lamentations about student deficiencies and our
focus on what constitutes college-level work have been
an unfortunate distraction from the salient challenge of
how to help students reach the careers or paths of study
to which they aspire. Meeting this challenge may require
blurring the lines even further between high school and
college curricula. It may require courses of different paces
and configurations from the familiar K-16 standards. It will
certainly require better partnerships between high schools
and universities.
As is so common in the academy, we have focused on faculty-centric, content-based questions ("What constitutes
college-level math?") rather than student-centric, learningbased questions ("What do students need to reach their
goals?"). Solving our math problem will require unorthodox
strategies for increasing student success in math rather
than trying to quantify what "counts" at the college level. n
JEANNINE DIDDLE UZZI is the provost and vice president for
academic affairs at the University of Southern Maine.

"

The United States
has been
sucked into
the myth
of college-level
math."

W

By Carolyn R. Hodges & Olga M. Welch
hat pictures
come to mind
when you
imagine the
face of leadership? Do they
include a myriad of people of varying backgrounds
and leadership styles-or are they
limited by an imagined model of familiar backgrounds? This is a question
to which we, as two African-American
women and former deans, have given a
great deal of thought as we considered
the challenges posed by leadership.
When you are the only face of color
as part of institutional leadership, you
become the elephant in the room representing issues of diversity and inclusion. Many are loathe to address these
concerns with serious and intentional
institutional introspection. For example,
we found that discussions of diversity in
STEM education too often ended in discussion of how to increase the number
of women in STEM, while not addressing the issue of participants of color.
When your leadership style is to pursue positive change that moves beyond
"the way we have always done things,"
you might find yourself suddenly invisible and locked out of critical discussions at the institutional level that affect your unit. We, too, often found that
major financial decisions about our own
units were made without consulting us.
When you reject convenient "unwritten
agreements" in favor of accountability,
you may find your own capability questioned instead.
Yet, if the new face of leadership simply replicates the existing model, one
must ask: What is lost in terms of potential? Given the current social and
political climate and the obstacles it
presents to individuals based on gender, race and ethnicity, sexual orientation, and disability, it is imperative that
we take a discerning look at how leaders are chosen and asked to operate.
It is time to break the stereotypes surrounding leadership and those typically
seen as leaders. That's what prompted
us to look back and unpack the realities
we have experienced in our own lived
experiences as deans. In doing so, we
did not find simple formulas for success,
but instead reflected on what occurs
when the "face" of leadership does not
match the expected image of a leader.
For us, however, looking back enabled
us to provide lessons that guided our
strategy of "leading from behind"-that
is, encouraging members at all levels
of the organization to collaborate in envisioning future goals. As black female
leaders, we were dedicated to serving
those in our units by relying on inherited strengths rooted in our shared
African-American tradition.
Altering the face of leadership calls
for altering the narrative surrounding
the role of leaders. Just as organizations
must beware of selecting the usual faces
of leadership, leaders also must avoid relying on usual formulas for "quick fixes,"
which have their own sets of pitfalls
and shortcomings. All too often, leaders
want to make quick decisions and fixes
to demonstrate decisiveness. But quick

wins can be just that: fleeting. This shortsightedness often leaves no foundation
upon which to build toward student,
faculty, and staff inclusivity and empowerment. To what extent, then, do these
quick fixes ignore long-term implications
by "hacking our way to a vision"-that is,
using poorly improvised strategies and
workarounds-at the expense of organizational quality and sustainability?
The hierarchical structure of the
educational profession, including
K-12, higher education, and educationaligned business organizations, not

Getty

startup funded by Silicon Valley investors
(including the Chan Zuckerberg Initiative), beta-tested personalized education,
parents complained their children were
treated like guinea pigs.
The current technology-based education
models also rely heavily on algorithmic
business-minded personalization: the idea
that users will buy (or engage with) items
that they, or those they know, have engaged
with before. However, applying the same
logic to education goes against the idea of
discovery learning. As the late mathematician Seymour Papert theorized, children
learn through mistakes, experimentation,
and testing hypotheses. True, our current
education system does not always offer
children what Papert envisioned. But
serving prepackaged content doesn't help
students who need open-ended learning
spaces where they can explore.
Chan Zuckerberg's approach is not
going to solve the long-term ills plaguing
public education. Just like personalized
marketing narrows the choice of products
to buy, so, too, could personalized education narrow children's perspectives to
learn. For optimal learning outcomes, the
deployment of any technology in schools
needs to be guided by personalized pluralization. This approach acknowledges that
children's learning needs should not only
be tailored to individuals' aspirations, but
must also consider multiple perspectives.
If schools are to continue raising caring,
creative, confident, and critical thinkers,
the personalization algorithms also need to

only narrows the vision for the face of
leadership, but the internal politics also
shield leaders from the very accountability they tout as sacred. Unless organizations pay attention to situations
in which leaders' self-interest causes
them to sacrifice their principles, any
real hope of organizational change and
sustainability is lost.
Too often, so-called "visionary leaders"
ignore established principles and procedures, forsake accountability, or, most
damaging, abandon integrity in favor
of expedience. For a new narrative to
emerge, education organizations must
heighten the role of accountability at
every level-including for leaders.
Leaders must demonstrate transparent, unwavering commitment to
ethical principles and to their stated
organizational mission. That does not
mean leaders will never have to make
sacrifices to achieve a greater return,
but they can do it in such a way as to
sustain the institution's goals and vision. In other words, one can compromise without being compromised. This
also can mean being willing to begin
each day with the understanding that
you might not be asked to return.
Imagine if there were no preconceived
notions of what potential and possibility
looked like. Imagine if the face of leadership could be found in the most unlikely
places. For us, that is what leading from
behind would look like-not as the opportunity to promote oneself but as the
opportunity to imagine or even begin
building a better future. In our rapidly
changing world where demographics,
technology, and priorities change faster
than we can grasp them, educational
institutions and business organizations
cannot afford to retain a face of leadership that remains where it is. n
CAROLYN R. HODGES is the former vice
provost and dean of the graduate school at
the University of Tennessee, Knoxville. OLGA
M. WELCH is the former dean of the school of
education at Duquesne University in Pittsburgh.
They are co-authors of Truth Without Tears:
African-American Women Deans Share Lessons
in Leadership (Harvard Education Press, 2018).

EDUCATION WEEK | May 30, 2018 | www.edweek.org | 23


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - May 30, 2018

Education Week - May 30, 2018
Contents
News in Brief
Report Roundup
Number of Librarians Plummets in Schools, Data Find
A Growing Vision Problem Is Hidden in Plain Sight
Another School in Anguish
The 10 Lives Lost>
Santa Fe Shooting Sparks Debate on School Design
Heated Comments Highlight Divisions in Wake of School Shooting
Survey of K-3 Teachers Captures Affinity With Pre-K Colleagues
Schools See New Dilemma in Teens Who Cyberbully Themselves
DIGITAL DIRECTIONS: Gamers Are the New School Athletes: The Rise of Esports
Trump Panel Slammed on Pace Of School Safety Work
DeVos Deflects Criticism At Capitol Hill Hearing
State Restrictions on School Choice Earn Ed. Sec.’s Ire
Jeannine Diddle Uzzi: Math Is a Language. Let’s Teach It That Way
Natalia Kucirkova: Is Silicon Valley Standardizing Learning?
Carolyn R. Hodges & Olga M. Welch: The Face of Leadership
Letters
TopSchoolJobs Recruitment Marketplace
Michael J. Petrilli: A Fair and Effective Approach to School Discipline
Education Week - May 30, 2018 - Education Week - May 30, 2018
Education Week - May 30, 2018 - 2
Education Week - May 30, 2018 - Contents
Education Week - May 30, 2018 - News in Brief
Education Week - May 30, 2018 - Report Roundup
Education Week - May 30, 2018 - Number of Librarians Plummets in Schools, Data Find
Education Week - May 30, 2018 - 7
Education Week - May 30, 2018 - A Growing Vision Problem Is Hidden in Plain Sight
Education Week - May 30, 2018 - 9
Education Week - May 30, 2018 - Another School in Anguish
Education Week - May 30, 2018 - The 10 Lives Lost>
Education Week - May 30, 2018 - 12
Education Week - May 30, 2018 - Santa Fe Shooting Sparks Debate on School Design
Education Week - May 30, 2018 - Heated Comments Highlight Divisions in Wake of School Shooting
Education Week - May 30, 2018 - Survey of K-3 Teachers Captures Affinity With Pre-K Colleagues
Education Week - May 30, 2018 - 16
Education Week - May 30, 2018 - 17
Education Week - May 30, 2018 - Schools See New Dilemma in Teens Who Cyberbully Themselves
Education Week - May 30, 2018 - DIGITAL DIRECTIONS: Gamers Are the New School Athletes: The Rise of Esports
Education Week - May 30, 2018 - DeVos Deflects Criticism At Capitol Hill Hearing
Education Week - May 30, 2018 - State Restrictions on School Choice Earn Ed. Sec.’s Ire
Education Week - May 30, 2018 - Natalia Kucirkova: Is Silicon Valley Standardizing Learning?
Education Week - May 30, 2018 - Carolyn R. Hodges & Olga M. Welch: The Face of Leadership
Education Week - May 30, 2018 - Letters
Education Week - May 30, 2018 - 25
Education Week - May 30, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - May 30, 2018 - 27
Education Week - May 30, 2018 - Michael J. Petrilli: A Fair and Effective Approach to School Discipline
Education Week - May 30, 2018 - CW1
Education Week - May 30, 2018 - CW2
Education Week - May 30, 2018 - CW3
Education Week - May 30, 2018 - CW4
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