Education Week - February 19, 2014 - Cultivating Leadership - C7

Norm Shafer for Education Week

Creating a Pipeline

Kaleah Williams, a fellow with
Education Pioneers, stands on
the campus of the University of
Virginia, in Charlottesville,
where she is working with a
K-12 school turnaround
program. Ms. Williams hopes to
one day open a residential
school for foster children.

The inspiration for Education
Pioneers came from Mr. Morgan's
experience consulting with the
Aspire Public Schools charter
network. Then a fledgling organization, Aspire has since grown to
encompass 37 schools serving lowincome communities in California
and Memphis, Tenn.
Mr. Morgan said that at Aspire
he saw firsthand the potential
that could be realized when leaders from education and business
backgrounds were brought together.
"Across the leadership team,
[Aspire] had people with these
different backgrounds and skill
sets all focused on a common mission and vision around providing
students with an excellent education," he said.
Mr. Morgan piloted Education
Pioneers with nine fellows from
a variety of backgrounds in 2004.
Today, the organization boasts
an alumni network of more than
2,000 people and works with education organizations in 20 cities.
Of the fellows who stay in education, 40 percent work in either
school districts or charter school

that describes the amount of trust
that's been built up in a relationship.
It's the feeling of safeness you have
with another human being.
It is unavoidable when working
with staff that sometimes we make
deposits and that at other times we
make withdrawals. Deposits happen when we support staff members
through a tough time or cover their
class when they need to run out for an
emergency. Deposits happen with kids
when leaders engage with them and
show them they care. Deposits also
happen when kids are treated with
respect when they are being disciplined. If students see a school leader
as "human," they are more likely to
trust him or her.
But withdrawals also happen, and
they can be devastating. They occur
when a leader has to make a decision
that staff does not agree with, or when
he or she makes a major mistake.
School leaders are the bridge between
the central office and the staff they
lead. That bridge is not always clearly
defined, and school leaders often feel
caught in the middle. There will be
times when school leaders see both
sides and other times when they don't
but have to follow through anyway.
Being in a situation that ends with
a withdrawal from the emotional
bank account is hard. But if the

organizations, and 32 percent
work in education support organizations, ranging from ed-tech
companies to foundations to think
tanks. The rest work in a mix of
policy, legal, and advocacy organizations, consulting firms, government education agencies, and outof-school service providers.
Aimee Eubanks Davis, the chief
people officer for the New York
City-based Teach For America
and a board member for Education Pioneers, has watched the
venture grow since its startup
years and draws parallels between the trajectory of Education
Pioneers and that of TFA, which
enlists high-performing college
graduates to teach for two years
in disadvantaged schools.
In its first 10 years, TFA tripled
its teaching corps from an initial
group of 460 in 1990 to 1,400 new
corps members in 2000. From
there, the organization began experiencing a high rate of growth,
adding 2,300 new members in
2002.
Mr. Morgan said that as Education Pioneers has grown, it has
moved from hiring generalists to
focusing on bringing in specialists
and building a strong recruitment
team to attract talent.

Eliminating Misconceptions
Education Pioneers alumna
Veronica Madrigal recently completed a 10-week summer internship. Ms. Madrigal, who was
placed with a charter school in the
nation's capital, said she worked
to create content for a new website for the school.
She said that. having worked
earlier in the 45,000-student District of Columbia school system
through Teach For America, she

leader did the necessary work before
these issues arose and worked to
build trust with the staff, the times he
or she has to make withdrawals will
not be as devastating as they could
have been.
As school leaders, we can call
ourselves whatever we want. We can
consider ourselves the "lead learner" to
symbolize that we take learning very
seriously. Other times we may want to
be approachable and go out of our way
to show our door is always open. The
reality is that actions speak louder
than words and it can take months,
even years, for a school leader to show
that he or she is someone that staff,
parents, and students can trust. Every
conversation and interaction helps to
build a rapport, or puts a wedge in the
relationship. Trust does not come easy
and everyone has to work for it.
But the bottom line is that school
leaders can foster relationships with
students, staff, and parents that will
last a lifetime. They help create a
more engaging learning environment,
and they get to work in one of the
best professions. That's why educators
become school leaders. n
PETER DEWITT is a K-5 public school
principal. This article orginally appeared on his
blog, Finding Common Ground, on edwee.org,
March 24, 2013.

gained insight into the differences
in how district-run and charter
schools are managed.
But perhaps even more valuable were the workshops with
other fellows in her Washingtonarea cohort, said Ms. Madrigal.
"It was one of the best experiences in my summer to sit around
with so many professional backgrounds to examine some of the
big problems and issues in education," she said, "and hear the way
that each different perspective
informed a different aspect of the
solutions we were generating."
Before entering the program,
Ms. Madrigal said, she had anticipated having vast differences
of opinion about how education
should be led and managed from
fellows coming from a business
background.
"I was ready for a whole lot of
'let the market solve the problem,'  she said. "But I ended up
"
feeling awful about my preconceived notions because everybody
I met was fabulous, and ... they
had plenty of insights beyond that
stereotypical view.
"I finished the summer feeling
like now whenever there's a big
problem, I want to have these different folks around the table to
put their heads together because
the solutions become so much
richer," she said.
Likewise, Education Pioneers
alumna Annie Hsu, who recently
completed her 10-week summer
internship with the education
technology company Chegg, in
Santa Clara, Calif., said the experience also challenged her assumptions about those currently
working in education.
Ms. Hsu, who comes from a
for-profit background and is now
finishing up her master's degree

in business administration at the
University of California, Berkeley, said the experience opened
her eyes to the number of highly
competent and qualified people in
the field.

'Diving in Head First'
Another fellow, Kaleah Williams, is finishing a master's in
public administration with a
focus in nonprofit management
and plans to open a residential
school for foster children in Georgia.
That dream led her to apply to
Education Pioneers after working in for-profit management
consulting.
"I had no prior experience with
education, so I'm really getting
hands-on experience and diving
in head first," she said.
Ms. Williams was placed with
the University of Virginia's
Darden-Curry Partnership for
Leaders in Education in Charlottesville, Va., where she works
with school districts around the
country to support their school
turnaround efforts.
She said the experience has
taught her a great deal about
what it means to run a school
and helped inform her next
steps. Previously, Ms. Williams
said, "I thought that ... I could
just hire people who knew what
they were doing and that would
be the end of it."
But, after working in her capacity as a fellow, she said she
now realizes how important it
is for everyone in the school to
have a strong understanding of
the education landscape.
This article originally appeared in
Education Week on Nov. 13, 2013.

TIPS FOR SCHOOL LEADERS
Here are things for school leaders to keep in mind as you seek to build trust
and effectiveness:

*

B
 e human:

*

Check in on people:


*

H
 ave tough conversations:

*

Complete teacher observations

with integrity:

*

People make mistakes. Don't crucify
them because of it. Address it if it is a
continuing issue.

As the school leader, you will have to
have tough conversations with students,
staff, and parents. Do it respectfully. The
biggest mistake leaders make is when
they call someone out the next time an
issue arises. Don't wait until the next
time.

Instill laughter into your

everyday practices:

Whether you are an elementary, middle,
or high school leader, you get to work
with kids. There is no reason why every
day can't bring laughter. These days it's
more important than ever.

*

Surround yourself

with good people:

I am nothing without my staff at school
and support system at home. Your job will
be much harder if you do not bond with
those around you.

Education Week 2014 CALENDAR OF EVENT S & P ROFESSIONAL DEVELOP ME NT DI R E C TO RY

Don't get wrapped up in your own issues.
Your job is to serve those you lead, which
includes students, staff, and parents.

Too often people look at observations as
something to check off the list. Don't do
that, because they do matter. Focus on
the parts of instruction that were engaging and the other parts that need work. If
you don't, who will?

*

Encourage teachers

to be who they are:

We have too many cookie-cutter approaches to education these days.
Encourage teachers to be different. Encourage them to take risks. They'll thank
you, and they'll encourage their students
to do the same.

-PETER DEWITT

w w w.e dw e e k.org/go/cal e n dar

7

CALENDAR OF EVENTS Articles

The organization is supported
through a combination of philanthropic funds and revenue from
the partner organizations, which
pay to have fellows placed with
them. Some of the major funders
include the Eli and Edythe
Broad Foundation, the Michael
and Susan Dell Foundation, the
Bill & Melinda Gates Foundation, the Robertson Foundation,
and the Walton Family Foundation. (The Gates and Walton
foundations also provide grant
support for Education Week.)


http://www.edweek.org http://www.edweek.org/go/calendar

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
Education Week - February 19, 2014 - Cultivating Leadership - 2014 Calendar of Events & Professional Development Directory
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