On Bonding

Capacity Building is that "always hoped for never quite attained" dream at our school. There are honest attempts at relationship building, encouragement, resource gifting and encouragement of creativity. There are honest attempts at creativity even at the expense of academics, but not through the utilization of distributive leadership.

I see capacity building in every other facet of approach in our school, but there is no such thing as distributive leadership there.

Unless, of course, you consider the "buddy-buddy" administration group a form of distributive leadership.

This approach could absolutely benefit our school site. With a ready supply of resources, a teacher assigned specifically for the benefit of raising morale through teacher recognition and fun events, and an open approach to creative lesson planning and teacher-led classrooms, distributive leadership could take our school to the next level. However, we have a very strict and specific chain of command.

If the teachers were given more power to meet and brainstorm, lead decisions through team effort and effectively create change based on group decisions, the school would run more like a school rather than a daycare.

As it is, teachers are not given the benefit of the doubt with regard to major decisions on approach. This may be because of the major lack of education, but if they are not given the opportunity, they will never rise to the occasion. For now, we are simply bonding...

The Phoenix

A phoenix is a symbol of rebirth. This is a creature who burns down to the ground, withstands an exhaustive amount of adversity and trial, only to rise from the flames stronger than before... and with a new perspective.

I identify with this myth. My leadership style is identified best through Behavioral Leadership Theory. This is the theory that adheres to the belief that leaders can be made. There is a definable behavior and process that makes you a leader. Likewise, there is a set of definable behaviors that work specifically against successful leadership. Was I born a leader? Some may argue that is the case. After all, the influence during my formative years was less than preferable. I, however, believe it is a choice.

With a mom who checked out of life before I could finish my fascination with baby dolls and candy, I grew up quick. The oldest of 4 girls, I had a job to do. After all, who else was going to do it? My childhood was not good by any stretch of the imagination. I saw and experienced things that no child should ever have to.

I had two choices. I could let it break me and remain self-pitying, or I could learn all there was to learn about how to get out, set some goals, and not let anything stop me from achieving them. I chose the latter.

I specifically remember the choice and when it became ultimately important that I choose quickly. It was when we had nothing to eat. My sisters were hungry, and I was capable of figuring it out. Starvation can make anyone innovative. It's fight or flight right?

Instead of throwing my hands in the air, I took a cupcake mix out of the cabinet (the only thing left.) I made some cupcakes, found some loose change in the couch cushions and car. I went to buy a .75 cent frosting, and brought it home. God, how good those cupcakes smelled. I took my sisters with me and and we sold cupcakes for 1.00 each (door to door.) We made 22 dollars that day. I was able to buy rice, bread, milk, cereal, and hamburger meat. I divided it up into 8 portions, since that was when my mom's check was due to arrive. We ate. I was 11.

That was the first time I knew my responsibility was far greater than my wishes and desires. I started watching people. I made mental notes of what they did to lead to failure, and what they did that led to success. These behaviors were very obvious and easy to understand.

Then I started viewing each action and reaction as a choice. And I started making the right ones. I started teaching my sisters the value of ethical choices. Those were the ones that made sense.

I could not afford to slip up, to be lazy, to not care. It was too risky. So we survived. I watched others around me. And I decided to choose one thing about them that made them successful, then I practiced, changed and tweaked when necessary.

There was nothing to fall back on. Until God and my discovery of Romans 8:28. I knew at that point that there was in fact a purpose for me. That there was a plan. That I was special, and that I was not alone. My struggles were not to go unnoticed. Someday there would be a reward. 

And this pushed me more and more and more. 

If I remained the child I was born to be, in the hand I was dealt, I would NEVER be here now. I would not be getting a Master's Degree in Leadership, and maintaining excellence in everything I do. 

In everything I do, there is an opportunity to learn and change. To be better. To make it all worthwhile. To create an amazing journey out of our short existence here, and to rise up stronger than ever through each challenge.

In a school setting, this means that I can empathize with personal trials and life in general. I am good with helping people see their possibilities. I am good with affecting change through inspiration and relationships. I know I can bring people together easily.

Toy Soldiers on the Front Line

The power dynamic at my school models a military chain of command. Actually, the head of our policy and standards-the writing, the approval, the inspection... all begins and ends with the Commanding Officer (red shirts).

Individual department directors (yellow shirts) are responsible to collaborate with trainers and Assistant directors when changes in standards, operations and procedures are to occur. After this policy is written, the leads (green shirts) pass it down to us.... the teachers... (the blue shirts).

What does this mean for me as a teacher and the power I have to "change" things?








Wait for it....










Wait for it....

Well, it means I've got a lot of work to do. I must first make my impression. Of 75+ teachers, I MUST stand out like an amazing beam of light at every given opportunity. I have to be an expert in what I do, and do it so well that, I am, effectively, teaching them what the classrooms need. I have to prove it.

Not only that, I have to have a general knowledge of their limitations. Unlike public schools and their external and internal politics, our politics are concrete. There is no "change" that occurs just because the majority agree things should run a certain way. There is government, federal, NAEYC, FDA, Florida Early Learning Coalition, and KIT (Kids Included Together). These agencies create rules, restrictions and requirements that are not up for question.

In translation, teachers are at the bottom of the totem pole, but the only ones on the front line every day.  My method of change has to be at this level. Policy is there to stay. Our approach as teachers is what is changeable.

My first goal is to create an anonymous survey to get official data on morale around the school. Since most of the teachers feel like toy soldiers moved into a position they have no control over, I have to help them understand that they have complete control of their response and approach. So, if A,B, and C are out of our control, I can possibly outline their options with them, and help them create their own voice.

Once they are aware of their voice, I know many of them will sing.

The first follower

The first follower. This is my new goal.

I have learned so much this week about my strengths through the StrengthsFinder 2.0 assessment and action reading. I learned that my most dominant strength is Learner. This goes hand in hand with being a strong follower. After all, how can a leader lead without first knowing how to filter what should be followed. How would I know how to filter without learning first about my own leadership style, tendencies, and areas of strength?

My husband says that in his line of work there are too many chiefs and not enough "Native Americans" (in the past being worded Indians ;). I think this is true just about everywhere you go. In every organizations you'll find those who try to lead, stand up for a second, say something semi-good.. then sit down and realize they're not being listened to, or they were louder than they thought.

In order to have a community follow a leader, they must have inspiration to do so. They must look at the leader as an expert, someone who is welcoming and genuine. I believe once I figure out how to really showcase my strengths, while truly being humble, I can be a great supporter of our practices.

As this new idea of strengths-based leadership creeps up on me, I'm looking around to see how my strengths of focus, achievement, learning, consistency, and input, really fit. It's quickly becoming easier to look at old faces with a new mind-set. For that I am thankful.