Chapter 7 Moving Upward and Beyond
Chapter 7: Moving Upward and Beyond
The emphasis of this book thus far is what is happening with the
leadership theme in elementary schools. This chapter provided a glimpse of what
is happening at a few middle and secondary schools.
The initial introduction of the seven habits focused on the
adults, not students. One school took its staff on a get a-way to experience
the 7 habits. The teachers saw the effectiveness of the habits in themselves
and brought it back to their students to show they cared.
A quote related to one of the middle schools represented was
“one does not fully understand another person until one has walked a mile in
their shoes.” …Marilyn Vrooman, who took a position as principal in Oklahoma
City, noted that the halls were as gloomy as the test scores. She said, “one
does not truly appreciate her until they have walked a mile in her school…” She
renovated her school over a summer, first with its appearance (jackhammer in
hand). She then began getting the reputation that “the new principal cares”.
She designed each part of the school into things that would stimulate and
attract the students. For example, one part was transformed into a mock fire stations,
an ice cream parlor, a 70s dancehall, and an oasis complete with waterfalls,
rabbits and fish. She had many inventive
ways to reach her population of high risk students and empower them.
In 2003, Maria del Carmen Acena, the minister of education for
Guatemala, took the 7 habits and incorporated it into her Education reform. By
2007, a total of 175,000 high school students from Guatemala had a “life plan”
in place. Over time more teachers and students were introduced to the plan
using Covey’s principals.
Like ideas and plans also took place in Japan and across the
globe. Although these habits started as business models, they have spread to
elementary schools, middle schools, high schools and even universities.
Dana Miller-Chapter 8
Making It Happen, One Step At
A Time
In this
chapter, we learn that change is difficult, but possible. The author relates the process of change to a
trapeze act. The author outlines four
sequential, principal based steps to help implement change.
“The
4 Imperatives of Leadership”
1)
Inspire
Trust
2)
Clarify
Purpose
3)
Align
Systems
4)
Unleash
Talent
1.
Inspire
Trust: If trust is
low, positive change is slow. A graphic
organizer titled the “pyramid of influence” stresses modeling, relating and
teaching. Basically, if you talk the talk you must walk the walk. Children and others know if you’re
sincere. If students know you care, they
trust you.
2.
Clarify
Purpose: We tend to want to stay on the trapeze
platform and stick to the idea of “this-is-the-way-we-have-always-done-it!” We need a clear purpose that answers these
four questions:
a. What is our mission? (We need
to look at perspective of each stakeholder)
b. What is our vision? (We need to have realistic
goals and have time-specific milestones)
c. What is our strategy? (We
need to have a plan and a code of conduct)
d. What is expected of each individual? (We need to have clear
expectations for everyone)
3. Align Systems: This step is a must even
though it is often a natural inclination to
skip it. We must attract teachers and parents to get on
board. We must have collaboration and
team work with roles for administrators, teachers, students and parents. Kids must be given real responsibilities. We must develop how we will get trained. There must be an established rewards system
and accountability for inappropriate actions.
Finally, resources and communication systems must be aligned.
4.
Unleash Talent: This is where the trapeze act takes on a leap
of faith. The leaders must set the
example to follow, but then trust.
Administrators, teachers, students and parents need to use their
strengths, gifts and voices to be creative and soar. In other words, show them the way and let
them take off.
Putting the steps together
Finally, although it seems like all 4 steps should be
done sequentially, it isn’t in reality so simple. We should try to do so, but must realize that
the steps are interdependent. We may
need to work backward for a time or skip a step and come back to it. Change takes time and these steps may take
years. Although there are many reasons
for change to fail as mentioned in the chapter, it is possible. We must make the change our own and not
carbon copy other schools. We must look
at our data and take it
slow. “Excellence does not happen
overnight!” We must not rest on our
laurels.
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