|
|
|
Monthly Newsletter
October, 2011
|
|
Greetings!
October and the fall months often see the return of alumni to campus for events like Homecoming, Founders' Days and class  reunions. These events provide the ideal opportunity to dive into your school's archives and revisit your school's history. It is amazing what you might learn about your school today by digging into the past. A savvy school leader will invest considerable time and resources into learning about the history of his or her school whether the institution is 300, 75 or 15 years old. While you may have paid special attention to founders, head transitions, and major highs and lows of your school's history, you might consider a deeper archeological dig.
In 1998, Al Adams and Debbie Freed published "School Burial Grounds" in Independent School Magazine. The subtitle of the article is the big clue to the content - "What you don't know, will come back to haunt you." (Click here to link to Al's website and download a copy.) This article, based in part on the work of Edgar Shein, presents a systems thinking approach to looking at your school today and yesterday and argues that much of your institution's history lives on and plays out in sometimes the most unexpected ways.
A school, like a person, has a rich history and an "organizational subconscious" made up of the the many individuals who have been a part of that organization over the years. Sometimes things happen in a school that might seem surprising - a leadership challenge, an adversity to change, an obstacle to raising money in a campaign. You, as the school leader might ask yourself, "Why is this happening? Why is it happening NOW?" Chances are good that the answer, and sometimes some possible solutions, may lie in the history of the school.
Of course knowing the history of your school is also a wonderful way to connect with alumni and former teachers and parents, and it also a way to keep the school whole. Most schools live far beyond a single human's life expectancy, and when those people who might remember the inception of an organization are gone, it is the responsibility of the living community to keep those memories alive. A school that does know know where it has been, will struggle to know where to go in the future.
We hope you enjoy the October SFLC Newsletter on the importance of school history. We would love for you to share your experiences with your school's history - what you might have learned or discovered - on our blog.
Sincerely,
Carla Silver Gary Gruber Timothy McIntire
P.S. Our November Seminar is filled to capacity, but consider attending one of our 2012 Seminars. Visit www.santafelead.org for more information and to register. |
|
|
| |
Join us on Facebook
And Linked In
And. . .
|
The 2011-2012 Leadership Seminar Schedule 
November 13-16, 2011 - The Art and Experience of Leadership for leaders at all points in their careers, Santa Fe, NM WAITLIST ONLY. Register Now For: Interim Headship: Design and Implementation in Real Time, March 3, 2012, Seattle following NAIS Teacher as Leader: Learning Effective Leadership,March 8-12, 2012 Santa Fe, NM WITH GUEST FACULTY: Stanford University Senior Scholar, Ann Leiberman Leadership Unplugged: The Inner Work of School Leaders, April 22-25, 2012, Santa Fe, NM Registration coming soon for: July:The Art of Innovation, Hillbrook School, Los Gatos, CA
October: The Art and Experience of Leadership, American School in London
November: The Art and Experience of Leadership, Santa Fe Visit the Santa Fe Leadership Center Website for more information or contact Carla Silver with any questions. |
SFLC Advisors
"Los Sabios"
Rick Ackerly,
Consultant and Author
Peter Branch,
Head Emeritus, Georgetown Day School, Executive Director, Washington Ballet
Paula Carreiro,
Head of School, Beauvoir
Peter Cheney,
Former Executive Director of NAES
Norm Colb,
Head of School, Menlo School
Lisa Darling,
President, United World College-USA
Phil Deely,
Consultant, Philip Sedgwick Deely and Associates &
Interim Head, The Roeper School
Sandy Drew,
Senior Development Consultant
Richard Kassissieh,
IT Director, Catlin Gabel School
Tony Gerlicz,
Director, American School of Warsaw
Coreen Hester,
Head of School, American School of London
Greg Papay,
Partner, Lake Flato Architects
Mark Silver,
Head of School, Hillbrook School
|
|
|
|
|
|
Understanding and Appreciating a School's History
By Gary Gruber
Think about the founders of a school (may most of them rest in peace), and those within more recent times who have made important contributions, as well those who have served with distinction for a long time, more than two decades in many instances. These people are valuable as they are part of the fabric that has created a tapestry that tells the story of a vision, a mission and of those people who made it all happen. History itself is a chronicle of events and in most cases there would be no events without the people who were responsible for them. The discourse with the past informs the present and lays the foundation for the future. Hillbrook School in California has a large wall hanging with a graphic depiction of the school's history. It is a fascinating piece that prompts a lot of conversation as people look at it and point out the progression of the school over the past 75 years. Each of us has our own personal history and timeline and it's what memoirs are all about. It's why biographies are written and it's why schools that have good archival records have an advantage over those that do not. Here are a few illustrations of schools with interesting histories, interesting to me personally, and also to those who are part of those schools. When I was serving as a head of school in the Philadelphia area, two schools there celebrated their 300th anniversaries. William Penn Charter and Friends Select, two Quaker schools, were founded in 1689. They now have a record of over 320 years of providing exemplary education to thousands of young people. A sample from Penn Charter's history reveals the following: "William Penn's unique concept was to create a school of 'arts and sciences' open not only to the wealthy but also to students of limited means. The fifth oldest school in the country, Penn Charter was among the first to offer: education to different religions (1689), financial aid (1701), education for girls (1754) and education for all races (1770). Betsy Ross, African-American abolitionist and businessman James Forten, and Roberts Vaux, the man who led the movement for a public school law in Pennsylvania, were all students of the original Penn Charter." This school is the 5th oldest school in the country. Want to know the other four? The school where I was head from 1985-1992, the Shipley School  in Bryn Mawr, Pennsylvania, was founded as a girls' college preparatory school in 1894 by three Quaker sisters, Hannah, Katherine and Elizabeth Shipley. Their father, Murray Shipley, told them that he could not afford to support them long term in the manner to which they had become accustomed and that they needed to find a way to provide their own livelihood. "When the School opened with six students and nine faculty members, a philosophy of education was established that would guide the School for over a hundred years, up to the present time. In their first catalogue, the Shipley sisters stated that it would 'be their aim to fit [the student] to enter college with a mind trained to habits of scientific study and a character qualified, in as far as possible, to receive the highest culture.' That mission, rephrased for successive generations, has remained." Murray Shipley's history is fascinating in and of itself. He had sufficient resources to retire at age 35 but travelling in Europe some 20 years later with his three daughters, with whom he was very close, he learned that his entire wealth had been wiped out. Thus it was a reversal of fortune that inspired the creation of the school. As a Quaker philanthropist, Mr. Shipley took pride in repaying every cent that he owed and his three daughters established a school for young women, now co-ed, that is thriving and successful. Fast forward to 1994 and a phone call that resulted in my being asked to become a founding head of a new school in Albuquerque, New Mexico. The Bosque School, like many independent schools in recent times, was started by a small group of parents who wanted a quality educational experience for their children. Margaret Mead had it right. "Never doubt that a small group of thoughtful, committed citizens can change the world, for it is the only thing that ever has." Starting a school with a blank slate is both exceedingly challenging and it has also been greatly rewarding. My role was to put the pieces together and with the help and support of those parents, the original 8 teachers whom I hired and support from the community, we created what is today an amazing school community. I served for the first four years as the school grew each year by one grade until the first class of seniors graduated in 2001. By 2010 Bosque  celebrated its 15th Anniversary with 550 students, 360 alumni, 110 Bosque faculty/staff, and 5,000 students from public and private schools participating in the Rio Grande eco-monitoring program along 140 miles of the river. I then had the distinct and unique pleasure of returning to the school as the interim head for the academic year 2010-11 to experience a vibrant and dynamic school, a learning community of students and adults who will write the next chapter in this school's history. The histories of independent schools in this country and abroad tell fascinating tales of people who have made a significant difference in the lives of others. The impact of these schools emanates from their passion about their missions which are basically to help create a better, safer and more sane world where justice and peace prevail, where knowledge gained can be applied to solve problems, where character counts and where service to others is part of the learning experience. Perhaps one of the more interesting pieces is that this is all done on a voluntary basis and is not mandated by the government, for these schools are self-supporting through tuition, gifts, grants and endowments. What can we learn from the past, what can we contribute in the present, and how can we help prepare for the future? That all merges into one, very large experience for those of us who continue to write and tell the stories. I wish for each of you a rich and deep connection to your own stories both personal and professional. Here is a concluding story that illustrates the point.
One of the original teachers at Bosque, Gwynn Spencer, who taught students about reading and writing, hung a sign on her door that opened into the basement hallway that said, "The universe is made up of stories." At the other end of the hallway, Dan Shaw, a science teacher of great distinction, who is still teaching at Bosque, hung a sign on his door, facing Gwynn's that said, "The universe is made up of atoms!" And Gwynn's retort was, "Yes, stories about atoms!" I had the pleasure of hiring these two teachers who have made such a difference in the lives of their students and who, for all of us associated with Bosque School, have been an important part of a wonderful journey.
|
UPCOMING SANTA FE LEADERSHIP SEMINARS
Wish You Were Here? The SFLC Leadership Seminars provide school leaders with incomparable professional growth experiences. Visit www.santafelead.org for a full list of our 2011-2012 school year seminars. Our November Seminar is filled to capacity, but coming in March are two superb options. The Interim Headship: Design and Implementation in Real Time March 3, 2012, Seattle Public Library
At no time in school leadership are opportunity and danger so significant as the term of an interim head. Because the occasion for an interim is yoked with transition, change, and often grieving, it takes skill, foresight, and failure-proof performance in order to cultivate a community of hope for what lies ahead.Who should attend? - Any head or chief school leader who would be willing to take on an interim role now or in the future
- School leaders who have served as Interims Trustees, Board Chairs, or Search Chairs who will appoint an Interim
- Other school leaders who may be called upon to serve as Interim at the division, department, or group level internally in the school
The Teacher as Leader: Learning Effective Leadership
March 8-11, 2012, Santa Fe NM
WITH GUEST FACULTY: Stanford University Senior Scholar, Ann Leiberman Please join us for three days of conversation, reflection, and community during which we will explore the transformational possibilities of teacher leadership in our schools. We will discuss the many ways that teacher leadership can take shape in a school - from instructional leadership to department and team leadership to research leadership, among others. Our work together will range from reflective exploration of who we are and want to become as educational leaders to the practical, daily challenges of working as passionate leaders in our schools. Who should attend?
Teachers in all stages of their careers. Whether you are a young teacher energized to lead and create change or an experienced teacher who has worn many leadership hats throughout your career - including department chairs, program directors, class deans, mentor teachers and more. And coming up next, Leadership Unplugged: The Inner Life of the School Leader, April 22 |
The Intersection of Institutional and Individual History: An Interactive Exercise by Carla Silver
In our work with individual school leaders at a SFLC seminar, we  often start with having them revisit their own personal mission and vision. We ask them to consider some of the defining moments of their lives and the experiences that have shaped their core values and leadership practices. Why do we do this? Because this history is our personal foundation, and the way we live our current lives is directly connected to the way we make sense and meaning of our world and how we contribute to it. When we pay intentional and careful attention to our personal histories and gain clarity on why we do things the way we do, why we are drawn to education in the first place, and why we hold certain values most sacred, we can lead with a greater sense of purpose.
Gary's newsletter column this month articulates all the richness of exploring a school's history. Understanding a school's mission and culture has everything to do with learning its unique story. School leaders must have a strong understanding of the events that have shaped a school and shaped the processes and people that make up a school community.
Where some provocative work can be done with the leadership of your school is at the intersection of individual and institutional history. If you want to learn something about your school and your colleagues, you might consider building a extended meeting or a day-long retreat around these intersections. The faculty, staff and administration of a school have both a personal history and a shared history with the school, as each joined the school at a particular moment, and for a precise reason or to fill a particular role. When a member of your faculty, staff or administration joins the school community, the institution and the individual begin to inform and transform the other, and there is a dynamic energy that comes from that interaction.
Here is an exercise you might try with either your team of  administrative leaders or with the faculty as a whole, that will give participants an opportunity to explore these intersections and learn more about both personal and institutional history. It might be particularly relevant if you are doing strategic planning, a self-study or if you are a new head of school. (If you have read School Burial Grounds, you might find the part about the institutional history of the school exercise familiar, but it takes a turn when you move the next stage of the exercise.)
Create a time line on a long piece of butcher paper. Put the date of the founding of the school on the far left side and today's date towards the other end (but not all the way to the right -- you will need some room to think forward)! Ask the group to give a relatively detailed history of the school. Try to capture as many of the defining moments of the school as you can on the timeline. You might color code certain themes -- head changes in blue, new buildings in orange, major capital campaigns in green, conflicts or scandals in red. You might even include important historical events including wars, recessions, 9/11, etc. (By the way, you do not need a professional graphic facilitator to do this exercise. I do this all the time with groups, and while I do have legible handwriting, I am no David Sibbet.)
After you feel you have exhausted the general history of the organization, have the group members write their names on post-it notes and place them on the timeline based on when they joined the organization. Sometimes patterns will immediately jump out at you. There might be groups of faculty who all came at the same time or big gaps where there no current faculty joined. An administrative team with a head of six or seven years will suddenly realize that all members have been hired under this head of school and might wonder, "Who is the keeper of the institutional history and culture?"
Next, allow each participant to tell his or her story of joining the school. What was the school like at the time? Why did he or she join the school? How has the school changed? How has the individual changed? There will be some faculty who have literally grown up in a school community. Others will be new to the school and learn much, but contribute insights too.
How do you end this conversation? Maybe you ask how might the past might inform the future.
Please click here to comment on how you have explored the history of your school. We'd love to hear your stories.
|
Everything I Learned about my School's History, I learned from Star Trek
Three questions answered in this article:
What is a Tricorder?
Are you still using the old one?
Care to Upgrade?
What is a Tricorder?
What in the context of your world in school does today's leader need to scan in order to inform ones leading, deciding, and thriving?  The upgraded Leadership Tricoder is an essential tool to be more effective, efficient, equitable, and excellent.
First, however, do you understand my analogy? When I told Carla, for example, that I was writing about a tricorder, she immediately said, "What's that?" Then, since she is a quick study, she gave me a phaser-blast to the heart saying, "Oh, you and my mom would love talking about the old Star Trek." More and more, I seem to receive the equivalent of a geezer's pat on the head for having becoming obsolescent if not obsolete!
So, for you youngsters:
In the original Star Trek, invariably upon being transported to an alien world, one of Captain Kirk's crew would employ a Tricorder to scan the environment; a very helpful tool if you're considering slurping an oyster somewhere near Alpha Centauri or poking your head into an alien cave. School leaders, like those exploratory teams from the USS Enterprise, are both smart to be informed and cautious before going boldly forward.
Are you still using the old one?
This sensing gizmo, then, is your "faculty." Faculty refers to your five senses: seeing, hearing, tasting, feeling, and smelling. In school, we encourage our teachers and students to use all the faculties to make sense of their environments and then act both prudently and creatively. Always getting valid tricorder readings is essential to our being helpful and key to successful teaching and leading. On time thirty years ago in boarding school, for example, a young man was hiding behind his dorm room door as I entered for daily room inspection. He had shaved his head - sloppily - he was dressed in clothes that clashed, his room smelled musty, and he was silently holding a 32 Louisville Slugger. While I didn't have a tricorder to pick up the signs of crisis, this experience and so many others reminds me how much good we can do by scanning. What would I add to the tricorder that would allow me to scan the world of this young man more comprehensively especially along the lines of History, Tradition, Emotion, Spirit, Ritual, Behavior, Success, and Trauma in realm of the sixth senses?
In contrast to our human scans - which are just that, human - in which our scanning becomes corrupted, clouded, weary, and deceiving, reporting to us realities like "clueless: stupid; careless; mean; agenda-setter; bully" and we just don't want to believe it or deal with it. The paramount advantage of a tricorder is that it can report the reality and even help us get through issues of niceness; politeness; obsequiousness; and ingratiation.
One key way to manage change is to gage the reality accurately and respond to those conditions in real time and in timely fashion - timely fashion, however, does not mean "immediately" by the way. In fact, a lot of what goes for Strategic Planning is really identifying what is growing in your pond at this moment. If you know you want to grow trout, crayfish, and water-lilies, but not carp, hellgrammites, or aquatic kudzu, then you can plan - in writing - act, and tell everyone what you plan to grow, what you are growing, and what you have grown. Not only sound aspects of a strong communication plan, but work and results that have a built in assessment component.
The SFLC tricorder is named Pancorder. First, the five senses are retained and affirmed, and reports are neither cloudy nor biased. We employ our faculty - in every wonderful sense! Second, the enhancement is in the area of the Sixth Sense, by whatever name: Spirit, Intuition, Affect, Logos, Pathos, or Ethos. In addition, an empathy scan is prominent, as are all the elements of emotional intelligence including IQ. Schools often have "empaths" on their leadership teams, but too often we treat them like Cassandra and not De anna Troi, dismissing their keen scans and prophecies as overly-sensitive and hysterical drivel. In the last school I headed, fortunately, we had a genuine empath. My fabulous assistant picked up on any emotional vibe, she shared it faithfully, and we all learned to listen with our "heart's ear" instead of our rational, Spock ears.
Care to Upgrade?
We plan to have Pancorders available as soon as the price is down to $30.00 a unit. Gary Gruber will produce them in Abiqui, New Mexico just down the street from Georgia O'Keefe's house - our logo is modeled on the road that runs south from there, by the way, and here's a preview of several desirable options:
Pentagonality Scan: Social, Political, Economic, Military, and Religious reports on the context of your school.
Beauty Scan: Wholeness, Harmony, and Radiance with rubrics and 5 point scale.
Generational Scan: Silent Generation, Baby Boomers, Generations Xers, and Millennials/Echo Boomers (Special inter/intra/ultra multigenerational filter with "just plain weird" identifier).
Thomas Jefferson's American Aristocracy Scan with Natural and Artificial Virtues and Talent Identifier: Beauty, Wealthy, Family, Class, and Merit.
Poker Scan: When to hold and when to fold meter; Bluff alert. Real stakes estimator.
Myers Briggs Personality Inventory with Stress Defaults and Hologram of Carl Jung: 16 MBTI types include with distress and shadow types.
Systems Theory GPS: Debbie Freed's voice permanently installed for Organizational System's Theory; with purchase, Family Systems Analysis and complimentary golf cart ride with Peter Cheney.
Professional Associations Memberships: Scan with tally of accreditation work. Once 5 self-studies and/or service on teams is achieved, Pat Bassett lays hands on you in a special service at the national Cathedral - pending earthquake repair - or other inter-faith or denominational site.
Balanceometer with rationalization and justification alert: School, Family, Self, and Service.
The SFLC has many other innovations in development in order to learn new worlds and civilizations - applicable even if you have dwelt on your planet for a long, long time. Especially exciting is an Emotional Transporter that remedies checking-out, dissembling, and self-medicating. Share your ideas!
Of course our most powerful tool remains the advice from the Cloud  that is peopled by all of you - something called Polonious II - "to thine own self be true." Use enhanced scanning to work upon yourself and thereby positively change the quality of your leadership; impressively, those in our cohorts of Fellows have done just this.
Live Long and Prosper. |
|
|
|
|
About Us
We are excited to meet you. We are the Santa Fe Leadership Center team, Gary Gruber, Tim McIntire and Carla Silver. Click here to read more about our careers and leadership experiences.
Please visit the Santa Fe Leadership Center to learn more about our programs and our other leadership services and opportunities.
Santa Fe Leadership Center
17 Camino Redondo, Placitas, NM 87043
|
|
|
|
|
