Education Week - February 19, 2014 - Cultivating Leadership - C5

against the learning mission and
may be overly zealous on filtering
and blocking."

'Thinking in New Directions'
Mr. McLeod also points out that
technology is making it easier for
superintendents to network with
one another to share ideas and
best practices.
"Whenever they run into trouble or they have questions, they
have people they can tap into
that they know have done it," he
said. Building robust networks of
thought leaders can be informative and encourage new ways of
thinking, Mr. McLeod said.
"Parts of those networks are set
up so they jar [superintendents']
thinking in new directions," he
added.
Perhaps one of the biggest technological challenges that face
superintendents is the impact of
widespread budget cuts in recent
years, Mr. Baker of TICAL said.
"You're left with a situation of
having to make tough decisions
and be able to go out there and
justify an expenditure of technology that can't show a direct correlation to a standardized-test
score," he said. "It takes a lot of
leadership to get those kinds of
expenditures through."
But, he added, "in some ways,
the budget issue has caused us to
look at some things that technology can do more efficiently."
That has definitely been the
case in the Vancouver school district in Washington state, said
Steven Webb, the superintendent
of the 22,000-student district.
"We've been able to be very
thoughtful, deliberate, and strategic about seizing upon the context to do some strategic pruning,"
he said.
Although the district has faced
more than $20 million in budget
reductions during his six-year
tenure as superintendent, he's
been able to weather the cuts
without resorting to layoffs, he

said, partly by creating efficiencies in the district that technology
now makes possible.
For instance, the district has
reworked the purchasing department so that individual schools
order supplies and have them
shipped directly to their sites,
rather than purchases being
made at the district level, shipped
to a central warehouse, and then
delivered to the various schools-
steps that added to the cost.
Ordering office supplies from individual school sites and getting
next-day delivery is an option facilitated by the Internet that was
not available when the district
first set up its purchasing and
distribution channels.
The Vancouver system also revamped its nutrition-services
program with new software to
track more accurately how much
food was needed and was being
bought. The program used to
have to be supplemented by the
district's general fund, said Mr.
Webb, but now operates within
its own budget.
The district has been able to
invest those saved dollars, he
said: "We've been able to shift resources from operation support
to student learning supports and
initiatives."
The district is now rolling out a
1-to-1 computing program, which
will be put in place over the next
five years, starting with middle
schools and scaling to grades
3-12. The district will be distributing both laptops and iPads to
students.
"This isn't about the technology," said Mr. Webb. "It's not about
the devices. It's fundamentally
about preparing our graduates
with the adaptive skills they need
to not only survive but thrive in
the 21st-century global interdependent world and economy."
This article originally appeared
in Education Week's special report
"Managing the Digital District,"
Sept. 30, 2013.

Mr. Alonso also cautioned against an overreliance on the "heroic principal."
"Leadership matters tremendously, but districts and schools need to
think about developing leadership teams in every building and supporting all of them," he said.
The Bain report makes the case that school districts can start building up an in-house cadre of talent to draw on through several steps
that include filling more positions, such as those for assistant principals
and teacher leaders, with people who have strong potential to become
principals.
Mr. Bierly said he's been sharing the report with "any superintendent
who will listen."
Bain's education team works with numerous school districts, chartermanagement organizations, and other groups such as Teach For America and StudentsFirst, former District of Columbia Schools Chancellor
Michelle Rhee's advocacy group. Mr. Bierly said the team does much
of its education work pro bono, and gives away roughly $30 million in
consulting services to the education sector annually.
This report, he said, is meant to be in that same vein.
"We did not do this to make a buck," he said. "We want to be in a position to provide additional counsel on a pro bono basis for people who
want to go to the next level on this important issue."

Five Beliefs That
Hold Teachers Back
From Leading

out there who feel overwhelmed and appreciate
teacher leaders' fresh perspectives.
And there's more common ground than we
might think. Many administrators do not like
unfair evaluation measures or beside-the-point
standardized tests any more than we do. In fact,
the same issues that give us headaches give administrators migraines!
Depending on where we live and what protections our unions afford, we often have less reason to fear repercussions for speaking up than
By Anthony S. Colucci
administrators do if they speak up.
s an educator, do you believe
For many administrators, it's not that they
that you can have a positive don't want teachers to lead. It's that they don't
impact on education beyond want to be blindsided or put in compromising
the walls of your classroom? positions. I never ask an administrator's perIf not, ask yourself why, then mission to write or speak. However, I do ask
give a good hard look at your about including information that may put him
answer. I've seen teacher or her in a difficult situation.
leaders do great things for
4) "But I'm just a teacher."
our profession-but I've also observed false beliefs
Some teachers don't want to take on leadprevent teachers from blossoming into teacher ership roles because they feel like the bull'sleaders. Do any of these seem familiar to you?
eye on a dartboard. And there's no doubt that
1) "It's not my job to get involved in poli- teachers have in fact been the target of a great
tics."
deal of hostility lately.
There is little doubt that many of the daily frusBut we shouldn't let these perceptions
trations teachers and students encounter are the prevent us from leading. In reality, teacherresults of misguided policy. Some of these policies bashing is not a new American sport, but it is
exist because teachers did not make themselves evidence of the concentrated efforts of a few
heard prior to their passage. When teachers are powerful groups.
inactive politically, we abdicate our influence, usuThe 45th annual Phi Delta Kappa/Gallup
ally putting the decisions in the hands of those poll noted that more than 70 percent of Ameriless informed than we are. Most of us would agree cans have trust and confidence in the men and
that it's important to teach students how to be- women who teach in public schools. (That's the
come responsible citizens who keep current with highest level of trust since they started asking
the news, have conversations with
the question!)
Bottom line: "The public" is
their representatives, and vote.
not out to get us. The public
How can we claim to instill
includes our neighbors and
civic virtue when we don't
model it ourselves?
cousins, our postal carriers
Last year, my students
and our dentists. They are
our former students and
watched me fight for
the parents of our curour school by organizing stakeholders and by
rent students. They have
speaking at school board
every reason to back
meetings and rallies. And
us up. (And even if they
guess what I realized?
haven't asked us to get in"Walking the walk" makes
volved in an issue, they're
a much greater impact on
usually curious about what
we think.)
my students than just telling
them what they should do when
5) "My students will suffer if
iStockphoto
they are older. I'd go so far as to say
I'm not in my classroom."
that it is part of our job as teachers to be active
Leading as a teacher can mean missing some
citizens.
face-to-face time with our students. Meetings with
2) "I'm not the best public speaker [or district officials or partner organizations may not
writer or fill-in-the-blank]."
be able to convene outside the regular business
Advocating for our profession means helping day. The truth is, our school schedules are outpolicymakers and community members under- dated and inflexible-they don't allow as much
stand what we do and how we think our schools opportunity to lead as they should.
can be improved. But many teachers start out
That said, when we do miss class, do our stuwith a deficit mindset. They say, "I can't do that," dents really suffer? Many would attest that just
because they don't have the confidence or skill to the opposite happens-our students can benefit
do it perfectly.
from our efforts to expand our horizons and imBut you don't have to be a Pulitzer Prize-win- prove schools. For example, I missed a few days
ning author to write a blog post or letter to the of school last year to learn how to be a peer coach
editor. When it comes to speaking, flawless articu- and then peer-coach teachers. Carefully analyzing
lation is not required. Sure, there are tricks we my district's teacher-evaluation rubric led to me to
can pick up to improve our skills over time, but polish some of my own practices-and observing
knowledge and passion are the keys to powerful my peers gave me some great ideas that I then
communication. Perfectionism will stop teachers took back to my students and classroom.
dead in our tracks-and, paradoxically, keep us
Of course, it helps if you can find a great subfrom getting any better.
stitute. Last year, my substitute was a retired
My advice to teachers who want to lead is to teacher who taught lessons effectively and with
start small. With practice, you'll become more com- his own unique twist. The kids loved him-and
fortable and ready to move on to bigger arenas.
benefited from the change in routine.
Start with an issue that taps into your knowlTeaching is a demanding profession. It is easy
edge and passion as an educator. Write an editorial for us to let ourselves off the hook. We can allow
for your local paper, speak at a parent-teacher or- false beliefs to become excuses that let us close
ganization meeting, or start a Facebook page dedi- our classroom doors. These beliefs become reasons
cated to the issue. You might be surprised by the not to raise our hands or voices. And then, having
impact of your seemingly small action. Recently, I excused ourselves from involvement, we groan at
was shocked to see that a short column I wrote for the consequences of top-down decisionmaking.
my local newspaper garnered national attention.
Help elevate our profession by rejecting these falFor teacher leaders, passion must trump lacies. Jump in and lead! n
perfection!
3) "My administrator doesn't want me ANTHONY S. COLUCCI, a national board-certified teacher,
teaches in the gifted-student programs at three elementary
to lead."
Yes, some administrators don't support teacher schools in central Florida. This essay originally appeared
leadership. But there are many administrators on Education Week Teacher, Sept. 10, 2013.

A

This article originally appeared in Education Week on Dec. 11, 2013.
Education Week 2014 CALENDAR OF EVENT S & P ROFESSIONAL DEVELOP ME NT DI R E C TO RY

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Education Week - February 19, 2014 - Cultivating Leadership

Table of Contents for the Digital Edition of Education Week - February 19, 2014 - Cultivating Leadership

Education Week - February 19, 2014
Placement of Teachers Gets Scrutiny
‘Platooning’ on Rise in Early Grades
Common-Core Tensions Cause Union Heartburn
STEM Academy’s Reach Spans Illinois
Pa. Approvals For E-Charters Getting Tougher
Contents
News in Brief
Report Roundup
‘Transitional’ Classes Gain Ground In States as College-Prep Strategy
Utah Incident Revives Debate on Handling Unpaid Lunch Debts
More Districts Turn to 2.0 Versions Of ‘Innovation Zones’
President’s ConnectED Effort Garners Major Support From FCC, Companies
K-12 Leaders Critique Corporate Influence
Superintendents Push Vision for Next Version of ESEA
Principals’ Bosses Are Target of New Funding Initiative
Blogs of the Week
Minority-Group Lawmakers Slam NCLB Waivers’ Impact
Talks Swirl in Congress Over Early-Ed. Proposals
The Great Arm-Twist Debate
JARED POLIS & CHRIS GIBSON: Broadband Access Is Critical
MARIN GJAJA, J. PUCKETT, & MATT RYDER: When It Comes to School Funding, Equity Is the Key
KYLE E. BLANCHFIELD & PETER D. LADD: Recognizing Emotions: A Critical Leadership Role
Letters
TopSchoolJobs Recruitment Marketplace
MARC A. BRACKETT & SUSAN E. RIVERS: An Emotionally Intelligent Approach to Bullying Prevention
2014 Calendar of Events & Professional Development Directory
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