TOP TEN AFFLICTIONS AFFECTING EDUCATORS

I wrote this originally a few years ago and people seemed to enjoy it.  It's good for a laugh at the end of the academic year so herewith a reprise.  Some further treatments and therapies may be in the works. 

10. MABS - Myopic, Apathetic, Blame Syndrome - This disease is characterized by lack of vision, indifference and the attempt to shift responsibility to other people. (see following ailment).

9. PEST - Plasmapheretic Educational System Transference - A condition recognized in those who drain the organism and then because of inactivity offer bureacracy as a reason for the illness.

8. CRUD - Cholangitis Reoccurence Under Duress - Inflammation of bile ducts marked by pain in the upper right quadrant of the abdomen and caused by infection or obstruction, it is often treated by drugs or surgery.  Obstruction is a condition often occurring when progress is blocked or when one wishes to block progress.

7. DEAD - Deeply Entrenched Atrophic Dementia - Often seen in those who mistake the edge of the rut for the horizon, this condition is a progressive state of mental decline, especially in memory and judgment, often accompanied by disorientation and disintegration of the personality.  If caused by a metabolic diseases, it may be reversed.  If due to brain injury or degeneration due to aging, change may be irreversible.   This is often not recognized by those who have it.

6. PAIN - Psychogenic Aphakic Intestinal Nonsense - Persons afflicted with this cannot swallow pride or much else but is mostly a mental condition accompanied by blurred vision and there is no biological basis for the condition.  Those suffering from this disease are very uncomfortable with change and often fearful, insecure and have a weak stomach.  May be heard to whine to colleagues.  Radical and aggressive treatment often consists of removal to a new location and job.

5. BORE - Big Opthalmic Rectal Enteritis - Sometimes a crossing of certain ocular and rectal functions cause diarrhea, verbal or otherwise and this can adversely affect one's outlook; in extreme cases it can lead to fecal impaction; the reverse condition renders one filled to capacity.  Treatment is most often accompanied by a change in attitude.

4. LAME - Loud Aching Martyred Epicondylitis - This characterizes those who complain about carrying a heavy load while wishing others would work as hard as they do.  This can be very contagious so caution is recommended for those in proximity.

3. GRIPE - Glottic Repetition Instead of Pitching in Energetically - This is self-explanatory and recognizable because those so afflicted would rather talk about the problem than do something creative to solve it.  They also seem to enjoy hearing themselves more than listening to others.

2. ARUMP - Arteriosclerosis Revealing Union Mentality Proliferation - A condition that reflects a hardening of the institutional arteries which in turn prevents the open flow of communication and it can spread if not kept in check through a healthy exercise of mental and physical renewal.  (This is sometimes used as a prefix to meetings)

1. SOSOB - Same Old Same Old Beliefs or in medical terminology Systemic Osteolysis/Schizophrenic Obsessive Burnout -  Those fearing change become stuck, hard and fast in their way of acting and refuse to consider new paradigms. The result if finally just giving up and giving in rather than trying to learn something new and improve both self and system.

TEN ESSENTIALS FOR A SUCCESSFUL SCHOOL

© Gary R. Gruber, Ph.D.  June 2014

These ten essential factors for a successful school assume that a good business model is in place and operating efficiently and effectively.  Every school needs to be operated in a business like manner because it is a business and its business is the education of young people, and often, adults as well.

How these essential elements are developed further and applied will depend in large measure on the history, culture and philosophy of the school, the school’s leadership and the measure of support enjoyed by the school.

What these ten essentials illustrate is something of the complexity of a school with so many parts that all need to work together toward a common purpose, a common vision and common goals.  That is how to build a learning community.  It takes time, patience, perseverance, and a lot of talent and energy.  Combine those with kindness and compassion and you will be well on your way to a high level of success.

1) Financial sustainability - financial futures are based on how much money is available for the future, either short or long term, and it is often difficult to predict how much will be available with a high degree of certainty.  That said, we must still project how much income is anticipated from all sources whether tuition or non-tuition revenue.

Some schools have been the beneficiaries of a large gift or of many smaller ones.  Others have established foundations separate from the school that help support the school through tax-deductible gifts and contributions.  This is particularly true most recently with charter and public schools.  Establishing and growing an endowment fund also helps to provide a cushion for the future, even when the bottom falls out of the market.  For a family-owned and operated school (a term sometimes preferable to proprietary) a separate, 501c3 foundation is a productive way to receive tax-deductible gifts, grants and contributions.

Tuition revenue in a private school is based on enrollment and what percentage of the annual budget is dependent on tuition can be revealing.   Parents are not only the source for tuition, but can also provide other gifts whether financial or gifts in kind, and encouraging others to send their children to the same school helps with enrollment.  Tuitions have been rising at most schools, including colleges, and that puts increasing burdens on families for whom it is a stretch to pay for a private school, often for more than one child.

Schools with longer histories, good reputations and more support are in a better position to raise money than most of those that have started in the past 40 years.  However, as these schools and their constituents mature, there will be more opportunities for increasing the levels of financial stability and that will help insure a healthy future.

Having the ability to project with some degree of accuracy what the anticipated income and expenses are for the coming year, with a goal of a balanced budget, keeps a school financially healthy, thus sustainable.

While it sounds rather simple and straightforward, a school’s budget is kept sustainable either through increasing revenue or decreasing expenses.  Or, in some cases the challenge may be finding strategies to do both in ways that are reasonable and realistic.  One final note about financial health is that being able to pay competitive salaries to teachers and staff, while meeting all the of the other expenses attendant to supporting the school overall, helps attract and retain the best teachers and administrators.

 

2) A high quality staff of teachers and administrators who know how to work together for the common good – The first and perhaps most important variable in the education equation is hiring teachers and administrators who have the characteristics and qualities that will connect genuinely with the mission, vision and values of the school.  Each person added to the staff should enrich the school, as well as making specific contributions to the grade level, classroom or department that is his or her primary responsibility. 

Some of the characteristics and qualities that one seeks in a high quality staff are a) a visible and palpable commitment to the well-being, growth and development of children b) a passion for teaching and learning c) a philosophical match with the core values of the school d) a willingness to extend one’s self, participate in all-school activities and go the second mile and e) the requisite energy and enthusiasm that are contagious.

In addition to the aforementioned descriptions, some other desirable attributes sought in exemplary teachers are the abilities to be creative and collaborative.  These traits can often be confirmed by means of thorough and deep referencing prior to hiring any particular individual.

Ongoing in-house opportunities for professional development, helping teachers to learn how to “work together for the common good” is one strategy that may well contribute to a staff that is more cohesive, cooperative and mutually supportive. 

Giving teachers a faculty handbook that spells out the expectations for a full time teaching position helps to provide a document and a guide which teachers can, in fact, help design and implement.  This documentation can also lay out ways that assist in the assessment and evaluation process for teachers, which can be transparent to all constituencies.

3) An appealing program and curriculum that engages students totally – mentally, physically, emotionally and spiritually.    There are many qualities of a curriculum that meets the following four criteria: a) comprehensive, b) developmentally appropriate c) integrated and d) performance-based.  These benchmarks can be applied as a kind of litmus test to see if the program has qualities that are inviting and welcoming to students and whether students are attracted or whether they resist. 

There are significant differences between teacher-centered instruction and learner-centered instruction.  Research suggests that student-centered programs engage students better, keep them involved and invested longer, and have longer lasting results.  The following outline lays out the differences between the two paradigms and the reality is probably some combination of the two, not simply one or the other.

Teacher- Centered vs. Learner-Centered Instruction *TC* *LC*

TC- Focus is on instructor

LC- Focus is on both students and instructor

TC-Focus is on language forms and structures (what the instructor knows about the language)

LC-Focus is on language use in typical situations (how students will use the language)

TC- Instructor talks; students listen

LC- Instructor models; students interact with instructor and one another

TC- Students work alone

LC- Students work in pairs, in groups, or alone depending on the purpose of the activity

TC- Instructor monitors and corrects every student utterance

LC-Students talk without constant instructor monitoring; instructor provides feedback/correction when questions arise

TC- Instructor answers students’ questions about language

SC- Students answer each other’s questions, using instructor as an information resource

TC- Instructor chooses topics

SC- Students have some choice of topics

TC- Instructor evaluates student learning

SC- Students evaluate their own learning; instructor also evaluates

TC- Classroom is quiet

SC- Classroom is often noisy and busy

In today’s world the role of technology in schools is being developed and refined as educators debate the best ways to benefit from the advances in hardware, software and online connectivity.  Children now grow up as digital natives, with computers, tablets, and smart phones as integral parts of their everyday lives.  Taking advantage of these tools and using them to advance learning and an awareness of how to get the most benefit from these devices will continue to be a topic of interest in most schools.

Finally, if you hold everything constant, the one variable that makes the biggest difference in the education of children is the relationship between the teacher and the student.  This is what motivates students and what engages them in a meaningful experience that is both productive and lasting.

4) Supportive parents  - Parents want an educational experience for their children that meets their needs and one that is both challenging and supportive.  The school’s program can be both rigorous and nurturing and if parents feel that their children are safe, that they are being loved and cared for and that the teachers and staff have the children’s best interests at heart, those qualities go a long way toward developing and cultivating parental support.  Helping parents to understand, accept and embrace the school’s mission and involving them as “volunteers” whether in a parent organization, in special events or in the admissions and enrollment efforts will also help the dimension of parental support. 

One of the more difficult challenges with many parents is letting them know that the school and the teachers are the professional educators, that they are especially trained and talented to deliver a high level of service to their children. Their role as parents is to be an active partner in the education of their children and they need to respect the boundaries between home and school just as the school must also respect those same boundaries.  Think of the health care profession with the physicians and nurse practitioners as the trained professionals for diagnosis, prognosis and treatment.  Think of a well-trained faculty as the professionals for assessment, recommendations and a program of learning and growth.   When parents understand and support teachers, teachers can understand and support parents.

Happy children make for happy parents and happy parents are supportive parents.  This assumes that the teachers are also enjoying positive relationships with both students and parents.  If any of these are out of sync, then there is an indication of where attention is needed to make the necessary improvements.

5) Good communication internally and externally Most parents and teachers start their research on a school through finding the school’s web site, thus a well-designed, comprehensive, user-friendly web site is an essential part of good communication.  It can also be used to keep people informed and up to date.  Additional sources for communication may include regular newsletters, one to internal staff and one for external constituents.  These may be posted and may also be sent via an email blast.

Keeping people abreast of what is going on in a timely manner engenders a positive feeling of being included.  Making a provision for feedback and suggestions helps people feel like they have a voice, even if they don’t have a vote.

Taking advantage of opportunities for ongoing conversations both internally and externally about the school also helps with continuous, two-way communication.

Press releases about special events or student and teacher achievements help not only with communication but also with the next essential of a clear identity and brand in the larger community.

Those connected with the school are also good sources of communication as long as they are equipped and empowered with accurate and clear information that can be articulated to anyone with whom they come into contact.  If teachers, it should be obvious what they can share.  If parents, their word of mouth is priceless as long as it’s positive.  If students, their excitement and enthusiasm about their school can be apparent when they are asked about their school experience.

6) A clear identity and brand in the larger community In the larger community a school’s objective should be for people to know the school, be familiar with its programs and be able to say what the school is all about in a precise, succinct and compelling way.  In other words, when someone mentions the name of your school, the desired response is “Oh yes that is the school that has such an outstanding education for children” or something similar, preferably with some specific illustrations about what the school does that sets it apart from others.

Branding can be as subtle as a logo and as simple as the name of the school.  Consistency is important so that regardless who is telling the story or what materials are being reviewed, the message is the same.  What you don’t want are different stories depending on who is telling it.  

There are some occasions where branding is a new initiative or it could be rebranding an older image with an updated and revised one.  In marketing, the phrase “new and improved” can be replaced with an imperative invitation which says, “Visit the newly reorganized XYZ school and see for yourself what a 21^st century education looks like.”

The message going out from the school and all connected to it must be clear, accurate, timely and compelling.  This reinforces and strengthens the identity of the school.  And, the visible images and text are worthy of repetition without overkill.

7) Adequate and up to date facilities and resources – The teaching learning environment is a critical piece to any successful school. While it is possible to teach effectively and productively in a barn or in a storefront, the spaces in which teachers teach and students learn can enhance the educational experience or they can detract from it.  

A recent publication, The Third Teacher explores the critical link between the school environment and how children learn, and offers 79 practical design ideas, both great and small, to guide efforts to improve our schools. This book makes the point that the environment as an essential element of learning. Including a wealth of interviews, facts, statistics, and stories from experts in a wide range of fields, this book is a how-to guide to be used to connect with the many organizations, individuals, and ideas dedicated to innovating and improving teaching and learning.  (Amazon.com)

Children need lots of space both inside and outside.  They are very active human beings and helping them to not only take advantage of spaces dedicated to their learning but also learning how to care for their own space can be an integral part of a good program.

 8) A solid plan for the future – A strategic and tactical plan for the future is a blueprint that illustrates the specifications for how the school is going to continue to move forward into the future.  Goals and objectives based on fulfilling the mission and vision of the school, how those will be funded and who will be responsible for implementing all parts of the design are essential to the overall plan.

The most effective strategic plans are those that include representative stakeholders’ input and this can be achieved in a variety of ways such as focus groups, surveys and interviews.   Change comes more easily for some than for others and helping people to prepare for change so that they accept, embrace and support it enthusiastically is a worthwhile goal.  Most growth involves change one way or another, thus leading and managing change is a key factor in school success.

A plan that presents a clear vision, a worthy purpose and desirable goals can be a very compelling document, tantamount to a case statement when one is raising a level of awareness and desiring broader participation and support.

In most cases, it is difficult to project more than three years into the future although longer-term goals may be stated with the realization that they may take more time than the current plan allows.

Three resources, among others, to help consider how schools must change to meet the future are Ken Robinson’s The Element, Daniel Pink’s The Whole New Mind and Howard Gardner’s Five Minds for the Future.

(9) Management protocols and procedures – An outline of policies and professional practices can be incorporated into a faculty and staff handbook.  Whether or not there is an organization chart that illustrates positions for reporting and supervising responsibilities, the important issue is that employees support and follow what is considered to be effective and efficient management. 

There are several models for leadership and management from those that are more hierarchical and authoritarian, a kind of top-down management, to those that are more team oriented, democratic and participatory.  Regardless what model a school has in place for its leadership and management practices, what is important is whether or not people are satisfied with the results.

A board of directors, whether in a family-owned and operated school or in an independent school can serve as an advisory group to assist in matters of leadership and management, especially in fiduciary and legal matters. If there is a charitable foundation, a separate board may function as an advisory group to assist with investments of various kinds.

(10) A process for assessment and evaluation and holding people accountable - Most accrediting organizations insist on a clear process for determining how a school measures progress and improvement.  The traditional method for assessing student performance has been primarily grades and tests scores.   Teacher reports in a narrative form often give parents and colleagues more helpful information than a mere grade or score. 

For evaluating teacher performance, there are rubrics that have been developed from various sources that can be employed to check on success in the classroom and beyond. Other methods and systems for assessing whether or not teachers are measuring up to expectations in the delivery of a high quality learning experience may include self and peer evaluations along with those of a supervisor or academic dean.

In some states, schools are now being evaluated as to whether or not they are helping students succeed and move successfully to the next level and the schools themselves are being graded on their performance.

The definition of success can be tricky as it may differ from institution to institution and from individual to individual.   However, if the defined purpose is being fulfilled, that is a good beginning!

Is 21st century education obsolete?

Can you imagine using a cell phone that is 10 years old?  I have seen a few but not many.  Driving a 10-year- old car has become more possible since that is merely a 2004 model and cars haven’t radically changed all that much in terms of performance, especially as they enable you to get from one place to another.  And, if one is careful about maintenance (and sustainability) any good car can get 200,000 miles.  However, hybrids and other alternative fuel cars have come on the market within the past decade for the most part.  The world of consumption designs built-in obsolescence to make us believe we need the newer, better, much improved model and a lot of that is nothing more, or less, than slick marketing gimmicks.

I have several pairs of shoes and lots of clothes older than 10 years that still have a lot of wear left in them and I don’t care that much about style.  Tools in the barn?  They are pretty much the same ones as I have had for more than 10 years and still performing well.  And me?  Well, I am about to start my 78^th year and I don’t think I am quite ready to be put into the obsolete pasture just yet.  That will come soon enough, thank you very much.

But education, being defined as 21^st century, while well intentioned, and calling for reform, has yet to show widespread signs of significant change although we are past a decade into the 21st century.  There are certainly bright spots here and there and signs of hope in many places where people are investing in a different kind of delivery and outcome.  But we’re still bogged down by standardized test scores, obsolete measurement and assessments that do very little for kids, bureaucratic systems that thrive on top-down, heavy-handed management, and too much one size fits all mentality.  Kids are still primarily grouped by ages.  Ken Robinson refers to that as the only thing they really have in common is their date of manufacture.  His talk on changing the paradigm is a must see and hear.  http://www.youtube.com/watch?v=zDZFcDGpL4U

We need another name and another concept for education that is truly reformed, truly catholic (little C, please!) and truly evangelical.  I remember that phrase from a long time ago, uttered by James I. McCord in a theological debate about reforming religion, still a big issue in my mind.  My point is that the terms could also be applied to education.  The operative word may, in fact, be truly.  Instead of tweaking the edges, adding a new course, hiring someone in charge of creative learning, etc. we need a radical re-design of the entire enterprise.  There is not much short of a revolution that will accomplish what I see is needed.  Evolution will take too long and leave too many children behind.

So, you ask, what is needed?  What can you do without “throwing out the baby with the bath water?”  For starters, ask yourself what you would do if you were starting over, what you might do if you were starting a “school” from scratch, a clean, blank slate and you can create whatever you believe will make a difference in the lives of kids, regardless of the age group you want to serve?  First, why would you do it? What would you do?  How would you do it?  Who would you like to join you in the effort?  And, finally where would you want to do that?  OK, have you gotten some answers to those questions?  Really?  Are you sure?  Maybe it’s not even a “school” as such places have been defined in the past.

Now, move to what the obstacles are that are preventing you from accomplishing reforming, reshaping and redesigning where you are.  How would you go about removing those obstacles?  Maybe it is not re-anything as that might be regression.  How about the concept of a new school within a school, not for everyone, but for those willing to take an intelligent risk on a new design for teaching and learning, emphasis on learning, not teaching?  How about that for starters?  Now come up with your own and go for it.  Need help?  Ask for it.

MEMORIAL DAY (in 55 words)

A day of remembering, set aside as a holy day (holiday)

“Set apart” from all the others.

Intended to honor the lives of those

Who made the ultimate sacrifice, gave their lives in service

To their country in time of war.

We also remember those who are gone and no longer here to help

Celebrate.

The Spirit of Effective Leadership - Ten Characteristics

The “spirit” of outstanding leaders I have known can be seen, heard and felt in at least the following ten ways.  These are not in any order of priority.  What do you think of these descriptions?

1 - Enthusiastic and energetic - There are many different ways of expressing one’s spirit of enthusiasm, whether overtly or more quietly, but we most often characterize this contagious quality as passion, thus strong feelings that are shared.

2.  Positive and optimistic - While best balanced with a heavy dose of realism, the expression of hope in the present and for the future is a quality of spirit that any good leader is well-advised to have in his or her repertoire of attitudes.

3.  Caring and compassionate - A spirit of genuine concern for others and their well-being goes a long way toward helping a community to develop an ethos of mutual support and collegiality.

4.  Inquiring and curious - The leader who asks thoughtful questions and demonstrates the spirit of an inquiring mind helps to further the conversations to a deeper level of understanding.

5.  Conscientious and intentional – Designing change requires a spirit that is transparent so that others may see how seriousness of purpose pervades the leader.

6.  Pleasant, friendly and joyful  - As one friend and colleague puts it, “be kind, tell the truth and say thank you.”   Good manners, social grace and comfort in a crowd contribute significantly to the perception of one who is “at home” easily and genuinely.

7.  Confident and courageous – Unafraid to make hard decisions, even unpopular at times, the leader is able to take a stand, express convictions and move forward, even in the face of opposition.  It helps to take others along on this often perilous journey.

8.   Humble and modest – Without any need to be boastful, arrogant or prideful, the leader allows his or her deeds to speak for themselves.  Such a spirit speaks volumes without having to say a word.

9.  Creative and open - The leader exhibits a mind that seeks and welcomes new ideas.  This is the mind that works like the proverbial parachute, best when open.   However it is not change for the sake of something new.

10.  Fair and firm -  These qualities speak of a balanced response, an attitude that knows how to assess and when to draw the line.   This works with both individuals and groups and the leader’s spirit sets the stage, the tone and the process.

Many of these qualities of spirit overlap and are part of a larger dimension of one’s personality, having to do with attitudes and behaviors, as defined earlier.  It's E.Q. trumping I.Q. one more time. The  point of all of this is that being aware of how these play in the environment in which one works can really make a big difference in the outcomes of so much that you want to accomplish and these make it easier to get a lot done without caring who gets the credit.  Most importantly, these are qualities for good mental and physical well-being.

LEADING CHANGE

Most effective and successful leadership includes dimensions and degrees of change whether change in strategies, goals, programs or personnel.  If change is inevitable, then the question is what kinds of change does your organization need and what resources do you need to move forward?

Charts and graphs based on gathered data can illustrate past and current activity as well as projections for the future.  It is good to know where you are before setting out to continue your journey or to shift gears to go in a different direction. And, perhaps more importantly, being sure that you have enough people and the right people on board before implementing the change is a good idea.  Good leaders look behind frequently to see who is following.

The dynamics of planned change include a number of features worth serious consideration as you design a blueprint for the future.  Here are just a few questions, not meant to be an exhaustive or an exhausting list, but some to keep in mind to make your work both efficient and effective.

·    
 Who is the key, go to person for the project? 

·      What kind of process do you have for keeping on track and on budget?

·      What is the overall purpose of the change and how does it fit into the mission and existing programs of the organization?

·      Is the timeline reasonable and realistic?

·      How is progress going to be measured and reported out?

·      Is the change adding to or taking away and what are the consequences?

·      Is there adequate support, both financially and organizationally, to insure the best possible result?

·      Have you devoted sufficient time and resources to preparation before launching the change?

·      Are there any additional needs that have not surfaced previously?

·      Do you have plans to celebrate the success upon completion?

Sometimes, an outside change agent can help facilitate the change, either by bringing a different perspective into the discussion or by providing guidance, support and external resources based on the experiences of others who have already implemented a similar change.

Your situation requires its own specific design that will work in your environment and at this time in the history of your organization.  While there may be similarities between and among different organizations, each has its own peculiarities worth taking into account as you plan and effect the change that will help you reach your goals and determine your success.

As the one who is charged with leading your organization, it is incumbent on you, in concert with your Board, to set the goals as well as what you need to achieve success in reaching those goals. 
 Best wishes and Godspeed!

TREES- (another 55 word exercise)

They are tall, short, thick and thin, branches outstretched.

Some are deciduous, some are coniferous,

Buds and blooms, setting fruit.

Many varieties, growing in clusters and alone.

Providing shade, lumber and beauty.

Many growing old, others not lasting as long.

Very much like people, planted on the earth.

Swaying in the wind, steadfast and waiting.

NAMES FOR THE DIVINE OTHER IN 55 WORDS

Martin Buber defined I-Thou.

Paul Tillich, The Eternal Now.

Whether Allah, Jahweh, Jehovah, Elohim, Wakan Tanka

What’s in a name?  God, unspoken and unseen,

Creator, Energy, Power, Spirit, Life Force.

Almighty and Everlasting.

Why try to describe the indescribable?

Holy is her name, that which is sacred, unattainable.

Transcendent, above, beyond and omnipresent.

Natural order.

A PARADOX OF HISTORY

We spent yesterday at the Kennedy Space Center, primarily to see a rocket launch, something we had not witnessed in person previously and it certainly lived up to our expectations.  It was a beautiful day and the several thousand people gathered on the shoreline were all waiting patiently for the scheduled 1:45 PM launch.  It went off as scheduled to the thrill of everyone, many from other countries as we talked with people from Germany, Switzerland and France all nearby.

Seeing and feeling a launch in person is quite different from all the films viewed over the years and while this Atlas rocket was not as big as the Saturn V or some of the others that carried people on the shuttle into orbit, it was big enough to get an impression of the past 50 years of the space program. This experience, along with all the films and documented history at the Center added a dimension to our understanding and appreciation of the international space station’s operation.

As we watched the Russian and American space engineers work closely together and celebrate their success, together with people from 16 other countries who had been involved, the view from space of earth with no boundaries between countries drove home the silliness of our political folly.  As the United States increases sanctions against Russia and feels justified in doing so, it just seems so senseless that we can’t find more effective ways to cooperate on the earth.

I was taken back to my definition of a paradox, a word which is most often defined as an apparent contradiction, and it is all of that and more.  Paradox, translated literally, means that which is contrary to public opinion. Will the public every have a sufficient and strong enough opinion to tell the leaders to stop trying to solve problems through the exercise of power?  Will we ever try instead, like the space program, to share a common vision, a common purpose and a common goal?  

We have proof that we can work together for the common good.  Why not use that hard evidence and translate it to earthbound problems?  Perhaps it’s too obvious or that we continue not to learn from the mistakes of the past or that there aren’t enough people who care to weigh in and make the difference.  Maybe it’s just a case of head in the sand one more time.

LEADERSHIP COACHING: WHAT'S THE VALUE?

A good coaching process helps a leader learn how to achieve specific personal and professional goals. The purpose of coaching is to help the individual move forward, overcome any perceived obstacles, and move to a higher level of effectiveness, not to simply to solve problems and issues du jour. The coach is most often an experienced CEO, leader or chief administrator who has served successfully in numerous roles in a complex organization.  

Some of the more frequently addressed topics in coaching are:

• relationships that a leader has with different constituencies
• communication styles and strategies that serve different purposes
• balancing one’s personal and professional life and the integration of those aspects through time management
• designing and implementing special projects within the life of any organization
• leading and supporting change and growth
• collaborating with others to ensure a healthy, vibrant and cohesive  organization
• establishing effective ways and means for being the face and voice of the organization in the larger community.

Other issues of importance may be identified according to one’s own assessment, feedback from the Board of Directors and other means available for evaluating performance.

The value of coaching comes as a result of conscious attention on and practice of those aspects of leadership that may be taken for granted, overlooked or considered important by others.  Coaching is also a way of checking up on the comprehensive nature of leadership in a time of increasing demands and expectations.

 There are numerous sources for finding a good executive coach.  Be sure to get some references and if at all possible a face to face meeting is highly recommended.