Leadership, Learning, and Service Applied - Day 14 - 7.1.2010

As was the case last year, many new changes have unfolded in my job for the upcoming year. I suppose it is a blessing in that the jobs keep presenting themselves because people must be happy with the work I am doing. At the same time, these changes bring challenges.

I once thought that by this point in my life I would have taken over as Director of Wisconsin Education Innovations. Accepting that this was not my calling at this time has been a great experience. Because of the classes and learning and knowing what I know about leadership had made it easier to let things unfold instead of fighting for what I thought was supposed to happen. By letting go, new opportunities have emerged, ones that I feel are a calling.

Jeff Monday, the principal and vice president of Messmer, took a new job at Marquette University High School. This was really an unexpected event and it has left me wondering what my capacity at the school will be. Last year Jeff brought me on as a consultant and bought out 80% of my contract with WEI. With him leaving I really wondered what the state of my job would be...and even at times...if I would have a job at all. 

In our meetings before I left, Jeff was very hopeful that I would become the leader of Messmer Catholic Schools. That I would step in and help to continue the great work that has been started there. I didn't know if I wanted to leave WEI and worried about doing so. What has happened over the past few weeks has been so telling. It has made me appreciate my leadership training to the fullest. It has also really opened my eyes to what service means within the definition of leadership. 

I have not been named the "lead administrator" for Messmer. I will continue on in my current capacity. I will not be moving into Jeff's office. I will not be a full time Messmer employee. However, Messmer needs leadership. I am committed to offering that service to them. At one time the title, the office, the position is what I thought leadership was about. Now I have truly come to know that none of this really matters. It's about how your leadership manifests in other people. 

The speakers this summer at Summer Institute had many great words of wisdom that I can continue to take with me on my journey. These are quotes to live by and to help me understand how I can make the greatest impact.

• "It is not about you! It's about the success of everyone around you!" (Bergemann, 2010)
• "You don't always get what you want, you get what you need and it comes at the the appropriate time." (Behar, 2010)
• "Wear one hat. And that is not talking about the roles, but who we are." (Behar, 2010)
• "You are a symbol of what you do." ( Peterson, 2010)
• "You need to build relationships first." (Mortensen, 2010)

As I continue down the path of becoming the most effective leader I can be, this next year will provide opportunities that I have not had a chance to encounter. I think it is interesting that it is all happening during the service year when I am most focus on really living my mission through service. I will remember that it is really all about the people and helping others grow (It is all about the people). I must remember the power of putting great minds together to explore issues we thought we had no answers to (Case Study: A study of great minds working together). I know that the greatest part of leadership is paying attention to that delicate balance of leading and letting others take the lead (31 Leaders). I must always remember that I am being watched and that my actions speak much louder than my words (Collapse: The lesson behind the lesson). Most of all I must remember through all of this that humor is a must (That one essential key: Humor).

In looking back over the past three Summer Institutes, I marvel at the transformation that has happened within myself. While I know many of the qualities that I need to work on are still there, I can tell that I have been transformed in this process. Thank you!

Behar, H. (2010, June). Leadership principles from a life at Starbucks. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Bergemann, K. (2010, June). Leadership at the presidential level. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Mortenson, J. (2010, June). Three cups of tea: A mother's perspective. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Petererson, K. (2010, June). Leading and shaping school cultures. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

31 Leaders - Day 13 (part 2) - 6.30.2010

This year for our summer institute presentation, we decided that Cohorts 15 and 16 would come together for our final summer institute presentation. Earlier on in the SI, we decided that we were going to do a take off of Father Guido Sarducci's 5 Minute University. Knowing that we wanted every member of the cohort to be involved, we broke up in to four groups and the four groups, leadership, learning, service, and research. The task was to come up with our lines for the new Father Guido Sarducci's 5 minute EdD/PhD program in Leadership for the Advancement of Learning and Service. We hadn't quite decided what that would look like, how we would do it, but it was a start.

On those first days, I indicated that I would send out an email to everyone in the leadership group (8 of us) so that we could begin communications and come up with our lines. Task seems simple, huh? Not so much. First, I didn't expect to become the group leader. I was simply providing a service...(see previous posts). Second, I didn't want to be a group leader because I know how hard it is to get 31 leaders to agree on anything!

As the week continued, many people were asking, "What is going on?", "Do you know what is happening with our presentation?" Why were they asking me? I wasn't the leader...or was I? How do people get into those roles? What is because I agreed to provide a service?

Following that I felt that in order to get things rolling, I'd send out an email of my ideas...keep is simple and short (many people wanted to take this very seriously), keep it humorous in Father Guido style, have one person do the talking (I hate acting), and let's use the rest of the time to present each faculty member with a gift of thanks for all they have done. This email stirred up quite an email conversation and brought more questions than answers. YIKES! Our group had now hit utter chaos.

But the beauty that unfolded in the days to come are exactly what we as leaders should be open to in all of our situations. Because sometimes that letting go bring forth an outcome that is even better than could have been expected. For those of us with strong personalities and strong desires of our own outcome, it was about letting go. Letting go to let others take the lead. Letting go of our own ideas and letting a new path take place.

For others it was about taking on that leadership role. We had people from the group rise to the top and put things together. Those people worked off of their own vision, but knew they had to take into consideration all the other information provided in the email frenzy to have an outcome that 31 leaders would be happy with. And that is just what happened!

To me this shows we have listened to our presenters. As Howard Baher (2010) told us, "you don't always get what you want, you get what you need, and it comes at the appropriate time." Oh how true this was! As Carole Commodore, Bonie Laugerman, & Pauli Nikolay (2010) shared, "embrace dissonance". That was really important as we went through this process.

May we all (however focusing on my own personal learning...may I) take this experience and allow this process to recreate in our work environments. While many of us are considered the leaders, let us try to seek the leaders within the group. Let the unexpected leaders shine. Let those leaders who want to step back, to step back as that is an important process as well.

What is it about Cohort's 15 and 16 that make us such a cohesive group? What is it that allows 31 leaders to figure out how to work together toward a positive outcome? I'm not sure, but I bet it involves the grace of God. Learning about leadership for the greatest leaders right around me.

That one essential key: Humor - Day 13 (part 1) - 6.30.2010

Humor has saved my life. Really. It likely has saved my job a few times, too. I'm not talking about having to be a stand up comedian like Roz Turner, but how about a few little lines to break up otherwise very serious and crucial conversations. How about adding some positive emotions through the use of humor in tough situations. It is one of the only ways I have been able to survive taking care of my father. That lesson can be directly applied to every work situation I have encountered as well. When humor exists, everyone is happier. That seems simply to say, but it is true.

It has been terribly devastating over the last 9 years to watch my fathers long and slow decline with Huntingon's disease. Many times there isn't much to laugh about. Like the time when he went into our basement and was laying on the floor and he really believed he was in a coffin. He kept screaming, "Get out, get out" thinking that if we were there it would mean death for us to. Not funny.

I can honestly say, however, that humor is the one thing that has consistently gotten us through all these tough times. Like the time he entered a place where he had a tick that he ended "*%ck you" to everything he said. I would go into his room to put him to bed and tell him I loved him. He would respond in a quite loud tone, "I love you, *%ck you." While some may take that as quite a negative expression, for my dad ti was quite funny. In fact, if you think hard about all of the relationships you have entered either with a spouse, best friend, children, etc. "I love you, *%ck you" probably very well describes how you feel at times in every one of those relationships. I do think there is a story somewhere in that one. 

I think that Ron Berk (2010) best describes it, "It's all about time and how we spend it. How do we best use our time so that it is something that we look forward to." Humor does that and it is an essential ingredient in the care plan for my father. 

Over the years I have also found that humor is an essential component of work as well. Whether giving professional development workshops for teachers, or working in a principal position, humor goes a long way in creating at atmosphere that works. I think it is about the how the molecules must loosen up in a situation where people are laughing. I'm sure you have felt it. It is such a wonderful feeling to laugh. It changes our demeanor and makes each day something we can look forward to.

One of the tips given by our local panelist Jim Lindenberg (2010) is to "make sure you have fun! Enjoy what you do and have a passion for it." This is so essential to happiness in the workplace and I do think the old adage that laughter is contagious is true. A leader's passion demonstrated to others will bring about a workplace surrounded in fun.

As Roz Turner (2010) said, "Humor is hazardous to your illness." All those toxic cultures can be broken down with humor. Laughter in a caring and compassionate way. A story to tell that others can connect and laugh with. 

Much of the work of leaders is very serious just like the work involved in taking care of my father, but leaders must never forget that humor is one essential key!

Berk, R.A. (2010, June). Humor in the workplace: how to create a “fun” work environment.  Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Buerosse, M., Lindernberg, J., & Gayhart, R. (2010, June). Local panel of business experts. Lecture delivered at Summer Institute at Cardinal Stritch Unviersity, Milwaukee, WI.

Turner, R. (2010, June). Practical exercises for using humor in the workplace. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Collapse: the lesson behind the lesson - Day 10 - 6.27.2010

Isn't it great when we get to watch leadership in action!! From my perspective, there are very few leaders that really model great leadership in action. As Kent Peterson (2010) in his presentation on Leading and Shaping School Culture told us "you are a symbol of what you do." Howard Baher (2010) also shared, "People watch you, they don't care what you say." Dr. Laugerman (2010) stated, "It's about what you do, what you model. The actions prompt inspirations."

On Sunday afternoon, June 27, after 10 previous days of intense thinking, we came together one more time to watch a movie none of us were familiar with that was going to promote some critical thinking for all of us. When Dr. Frontier introduced the activity of the day he quickly corrected that it was not "movie day" even though that is what we wanted it to be. To be honest, by this time we are tired. We don't want our minds to be challenge any more. Critical thinking will hurt our brain. I suppose this is where many employees get when many changes happen at a quick pace in any business or institution. 

We gathered at noon. The popcorn was ready. We want to get on with it and get home. Maybe we can even leave early. Ready...set...oops technical difficulty!

12:20 - Dr. Jonas expresses that the technology wasn't working. They were going to give it about 15 more minutes to try to get things going. The crowd began chanting, "Let us go, let us go." Unrest began.

12:30 - Nothing yet. Can we just go home?

12:35 - Still waiting

12:45 - Here comes Dr. Frontier. The video is working. Our hearts sink. Now we are starting late and there is no hope for getting out early. Oh, man.

What happened in the next 30 minutes was one of those times where was was demonstrated had a profound impact on me as a leader. Watching Dr. Frontier handle this crowd who wanted nothing more than to go home was really something else. While the film was very though provoking and interesting, watching our leader is the lesson that we should have all taken away that day. 

Our lesson began with an activity to prepare our thinking. Carefully selected, it quickly got us engaged in conversation with others around a topic to set up the activity. We moved into a couple of other intriguing questions that would guide our thinking. The use of powerpoint (visuals) to supplement the presentation, not lead the presentation, were used. An quickly, our group was fully engaged in the learning opportunity for the afternoon. How did this happen after such a rocky start? Here are key components of leadership modeled that day by Dr. Frontier...

• All difficult situations are recoverable!
• Never give up.
• Have resolve.
• Be resourceful.
• Be kind. Thank each other.
• Show compassion.
• Use what you know about teaching and learning.
• Don't give an option to opt out.
• Question, question, question.
• You don't need to have the solutions/answers
• Take the time to set the context, it will help you get through the toughest of times.
• Promote critical thinking.

In my current situation where I provide professional development opportunities for teachers very often, I need to keep this example in my mind. It exemplified the type of leader that I want to be seen as. That my actions speak much louder than my words. I call it the lesson behind the lesson.

Baher, H. (2010, June). Leadership principles from a life at Starbucks. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Frontier, A. (2010, June). Documentary analysis: Collapse. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Nikolay, P., Commodore, C., & Laugerman, B. (2010, June). Shaping leadership for innovation. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Peterson, K. (2010, June). Leading and shaping school cultures. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Case Study - A Study of Great Minds Working Together - Day 8 - 6.25.2010

Over the past few years we have been taught to critically analyze what good leadership means. One of the components that continually reoccurs is that great leaders listen to people. No...really listen. In our brief introduction to Theory U (2009) we discussed the four levels of listening as:

• Level 1 - Downloading
• Level 2 - Factual listening
• Level 3 - Empathic listening
• Level 4 - Generative listening

In reflection, there are only a few times and certain people that I get to generative listening with. My study team is one of them. 

Watching our interactions "from the balcony", as described by Heifetz & Linsky (200x), it was interesting to see how our conversations evolved in our discussion of the case study. 

Zambia, Africa and the secondhand clothes industry was the issue. The lens to which we were to study it, political. Now our group decided to pick the political lens as a favor to another group, but also understanding that one of our group members, Dan, was very politically savvy. He would help us walk through this process for sure. When Dan was unexpectedly called away, the 5 of us remaining walked on a venture that was very unexpected and interesting.

In the lack of knowledge, most of us immediately pulled out the laptops and searched for answers. That really describes who we are. We are all in schools and typically how we handle problems is in finding solutions. We are known in our profession all as people with a great deal of knowledge and we have come to find a comfort in that. Not knowing much about politics in general, but also not knowing anything about the politics of Zambia created quite an uncomfortable dissonance for us. To top it off, I couldn't get my computer to work.

What I had left to do was to rely on others through listening. Really listening. I had no screen to view, I had no other information in front of me. This was such a surreal experience because it forced me into a place of relying on others understandings and information to create the future conversation. The lack of understanding from all of us created a situation where we had to connect in a way that created an emerging whole (or idea that came together). We wrestled with ideas, listened to one another, learned from one another, and before my eyes I saw attitudes of others unfolding, emerging. I felt my own understanding being challenged and could almost feel the new neural networks being formed. Different ideas about immigration were discussed, different ideas around politics, what is right, what is wrong. It just kept unfolding. Scharmer (2009) tells us that you know you have entered generative listening when you are no longer the same person when you started the conversation. I believe that happened to us as a study team that day.

The next day when we were able to meet with Dan and ask for his understandings, it was interesting that he did fill in some gaps, but that the five of us together were able to come up with many of the same ideas even with our lack of prior knowledge. We were both surprised and comforted by the fact that we could create a similar meaning without Dan there, but also happy we had him back to provide another context and understanding. This was a true study of great minds working together...

Heifetz, R. A. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, MA: Harvard Business School Press.

Scharmer, C. O. (2009). Theory U: Leading from the future as it emerges. San Francisco, CA: Berrett-Koehler Publishers, Inc.

Leadership, learning, and service: A balancing act of influencing others and appreciating differences - Day 7 - 6.24.10

Leadership is often defined by a person who knows a great deal about what they are leading. A school leader would have knowledge and expertise in all things related to schools and education. Business leaders would have knowledge and expertise in all things related to their specific industry. Political leaders would know a great deal about the laws and legislation and what the people they represent want. While this knowledge is essential to be successful in a specific leadership position, there are many other types of knowledge that great leaders come to understand and know.

And knowledge isn't enough. Leadership is about the act of influencing others. Helping them learn and grow. Sharing the expertise and understandings that the leader has come to know. This is the "learning" part. 

All of this that we consider leadership must also be balanced with service. Service to the organization, the willingness to listen instead of just impart or share knowledge. It is a balancing act of influencing others and listening to appreciate differences to continue the leaders own growth and understanding.

Consider the picture at the left. This is a picture from American artist Bill Dan who creates pieces of artwork by balancing rocks and stones of any size on top of each other. While this may sound simple...it is not as easy as it may seem. Bill Dan explains in an interview with Fractal Enlightenment (2008) , "the key to the process is basically 'connection' - if the connection is right between the rocks, then it is on."

International business experts came together at the summer institute this year to talk to us about what is needed to help leaders to succeed in a global society. Al Dertka (2010) stressed the importance of knowing you own value systems and what you are about before trying to understand others. Nelson Solar (2010) stressed the importance of knowing your own value system, but also being very open and willing to understand the systems of others. This is achieved by getting to know what others are about, what their operating principals are, and respecting those differences. Solar, Dertka, and Brennen (2010) stressed that we have to know we are all interconnected, in some way or another. 

No matter how you look at it, leadership is a balancing act between leadership, learning, AND service. It isn't about each of those three independent of one another, it is about the connectedness. And if the connection between leadership, learning, and service is right, then it is 'on'! 

http://www.fractalenlightenment.com/2008/11/rocky-balancing-act-of-bill-dan.html

Dertka, A., Soler, N., Brennen, C., & Prisling, J. (2010, June). International panel of business and non-profit leaders. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

How is service connected to leadership - Day 6 - 6.23.10

Before I get in to the question "how is service connected to leadership?", I think first we must ask "is service connected to leadership?" Both of these questions have not found an easy answer in my mind yet, as there are times they seem dichotomous to one another and other times they seem to be very closely aligned. 

As Dr. Jerene Mortenson (2010) shared with us the story of her son in Afghanistan, at first light many may think, what a great leader he was. He has built all these schools, met with high Afghani officials, and really had an impact on a whole nation of people. While this is true, the story of Greg Mortenson is really one of complete service. Greg got lost in the mountains while attempting to climb K-2. His work began simply as giving back to the people who helped to save his life. Returning the favor of building a school for this small community became a driving force in his life, his mission. Greg had seen a need that this community wanted and needed and he dedicated himself to finding a way to make that happen for them. That clearly is service.

As Greg went on to build this school, he had to go through a transformation in order to find the best way he could support this community in building a school. Greg brought his own mental models or understandings as to how to complete this task. Dr. Mortenson (2010) shared that Greg had to learn that "you have to build relationships first. Don't take over and be the boss, let the people do what they can. Build relationships. Listen. Stop being arrogant." These type of statements would lead me to believe that Greg was continually reminded that he came there to provide a service, not to step too far into the leadership role.

However, maybe that is what leadership is really all about...service. Kent Peterson (2010) indicates that when leading and shaping school culture, "people are key in building the culture." Doesn't this match exactly what Greg was learning? Our jobs as leaders many times slip into being roles of managers. I think the true leadership is when you can fully immerse yourself into the culture, find what the culture needs from their perspective, and find ways to help them achieve that. Let's be honest, that is harder than one might think because often times our arrogance as leaders tells us we have answers to fix the problems that may exist. 

Leadership that spawns out of service is the kind of leadership we are talking about here. Servant leadership. Tightly woven, tightly connected. 

Mortenson, J. (2010, June) Three cups of tea: A mother's perspective. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Peterson K. (2010, June) Leading and shaping school culture. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

It is all about PEOPLE - Day 5 - 6.22.10

When I began my teaching career in high school mathematics, to me teaching was all about...math. That ability to think algorithmically and to make order or sense out of the world was very important. I naturally thought that way and saw the world through very black and white lenses. I actually began my college path thinking that I was going to be an electrical engineer, mostly because my dad told me that. Truth was...I didn't even know what engineering was or what engineers did. Throughout my college career, I kept taking math courses that were needed for engineering because it was easy for me, but began failing the engineering courses due to a lack of interest and understanding. I went on this long and winding path for a few years, trying to figure out what I was going to do once I was out of college. What would my profession be. Finally my third year I went to the college counselor, showed her my transcript and asked what the quickest route out of college was. She replied, "teaching high school math."

Now my sister who had math classes with me in high school laughed her head off when I told her I was going to be a math teacher. She had experienced first hand when I had tried to teach her something about math. My rigidity and my frustration at why she didn't understand came out in the worst ways. "I can't believe you don't get that!" was a common phrase I used to use with her. She honestly wanted to know how I was going to navigate the teaching profession with no patience or understanding of others who didn't get math.

In my student teaching and in my first teaching job it seemed easy for me. I had a firm understanding of the math concepts and could almost always find ways to tell a story and engage most of the students in what I was doing. It was those I couldn't engage that I really struggled with. Then the blame game started. It had to be because they were discipline problems...or it was because their parents were bad role models...or it was because of this...or of that. What I didn't get was the very message Howard Behar (2010) speaks of when he said it isn't about the coffee, rather it is about the people. It shouldn't have been about the math, it was about the students.

It has taken many years for this to really sink in to my thick scull. It IS about the people. Throughout our time in many different summer institutes and during out leadership and learning years, over and over again we have learned it IS about the PEOPLE! Consider these quotes from different sources on leadership:

• "People do not care how much you know until they know how much you care." (Maxwell, 2002. p. 79)
• "Applying the human equation to leadership challenges conveys respect for the fundamental principle that individual needs have value and the personal fears deserve consideration." (Reeves, 2002, p. 27)
• "In leading people, you will tune into their needs as well as your own." (Heifetz & Linsky, 2002, p. 165)

Once I was able to figure this out, it has made a tremendous impact on my well being, my ability to serve in my profession, and in the collegial relationships that I build with those I work with. 

I have come to know that the way to strengthen myself is to be able to get to know and to help support others. It wasn't so much about teaching of mathematical concepts as it was for building a relationship and instilling a love for mathematics because I could connect individually with each student about how I saw the world through a mathematical lens. This transformation has been a long, winding process for me, but has never been as clear as it has been this summer.

As Behar (2010) reminds us, "you don't always get what you want, you get what you need and it will come at the most appropriate time." It must be my time!

Baher, H. (2020, June). Leadership principles from a life at Starbucks. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

Heifetz, R. & Linsky, M. (2002). Leadership on the line: Staying alive through the dangers of leading. Boston, MA: Harvard Business School Press.

Maxwell, J. C. (2002). Leadership 101: What every leader needs to know. Nashville, TN: Thomas Nelson.

Reeves, D. B. (2002). The daily disciplines of leadership: How to improve student achievement, staff motivations, and personal organization. San Francisco, CA: Jossey-Bass.

Can Experience REALLY affect gene expression - Day 4 - 6.21.10

Since the time I first found out about my father having Huntington's disease (HD), we have been on a course of finding more information, looking deep to find answers to what he will progress through, and trying to seek to find answers about what behavioral changes he will go through. Huntington's disease is a genetic disease. Because it is autosomal dominant,if you have the mutated allele, you will have the disease. Research about what exactly happens inside the brain that causes the symptoms is continually taking place. The National Institute of Neurological Disorders and Stroke (2010) states, "At this time, there is no way to stop or reverse the course of HD. Now that the HD gene has been located, investigators are continuing to study the HD gene with an eye toward understanding how it causes disease in the human body."

The research of Dr. Suomi is encouraging. He stated during his presentation (2010) that "experience affects gene expression" in the rhesus monkeys. Because my research is dealing with the impact of Huntington's disease on families, it is interesting to hear this comment. Could this really be true? Is there really the hope that at some point families who have had to experience this disease, all due to genetics, would have hope through providing certain experiences to others that may dramatically improve their quality of life?

After the presentation I was able to ask Dr. Suomi about the HD question and if he knew if his research would have an impact on genetic disease such as this. He pointed me to the studies in Los Angeles that have had some success in turning around behaviors associated with HD by using some drugs that have impacts on how the brain functions. The drug therapy is of high promise, but could this be accomplished behaviorally as well? Just amazing!

Dr. Suomi reminded me of our obligations as researchers to really continue to preform research and to continue adding to the knowledge of body that exists on any subject. Being part of the doctoral program and knowing that my research will also add to the existing body of knowledge is exciting. While some may have argued that his research with monkeys isn't quite right, without the use of animals to test some of our models, I don't know how we would continue to move forward. At one time I would have been very against research on animals and the impacts it has on them. However, it is such research that is now providing hope that one day no others will have to go through the consequences of a disease like my father has had to. 

That is true inspiration!

Suomi, S.  (2010, June). Leadership, Experience-based Brain & Biological Development. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwaukee, WI.

NINDS Huntington's disease information page. National Institute of Neurological Disease and Stroke. Retrieved June 30, 2010 from http://www.ninds.nih.gov/disorders/huntington/huntington.htm

Welcome to Summer Institute Year 3

Year 3 of the 3 year program. The last summer I will have to dedicate 16 continuous days to doctoral studies. While 16 days may not seem like much, summer goes by so quickly anyway. It is interesting coming into year 3...being those students that are in their last year. I remember when we were greeted by year 3 students as we entered our first year. We didn't really know what we were getting ourselves in to. We could only anticipate the rigor and intensity of what we were going to experience. Those year 3 students had a sense of accomplishment about them, a sense of peace. 

Then when we came back for year two...the painful year for me. It seemed summer institute would never end. We knew the rigor and intensity we had to look forward to coupled with the realization that we had more years to endure. 

But year 3. Ahhhhhhh...... here we are! We made it thus far. This is the last summer we will have to be away from our families. Our adventures in leadership, learning, and service will be self directed rather than having to be here during this time. Yet there will be something missed.

I am very excited about our adventures for the next year. I also anticipate the conclusion of the formal part of the program. It will be and is a huge sense of relief and accomplishment!

Service is... Grappling with Ideas - Day 1 & 2 - 6.18.10 & 6.19.10

On our journey this year we are asked to define our philosophy of service. This will be an especially hard quest for me because I'm not sure how to define service. In fact, as we started this venture 2 years ago, when we did our KWL (what we know, what we want to know, and what we learned), I had several things in the W column and not much anywhere else. Some of the questions I was seeking to get answers to:

• We know that there are styles of and types of leadership and different ways people learn, are there different "types" of service?
• Can service still be taking place, even if you are receiving monetary gains? 
• So often service is related to giving back to the community...isn't service also giving to your family and to those close to you when in need?
• Are some people more predisposed to serve? Is it a disposition?

When I came in to this program, I had a pretty good understanding of leadership (or so I thought), I knew some about learning, but service is a large area of question for me. 

Blair and Hipp (2010) talked about service as a personal journey, about understanding others and being open to serve their needs (rather than our own?). However, most times what we end up serving is already in alignment with our own value system. This helps us to meet our own needs at the same time. 

So I continually try to ascertain - 

Is service a project, serving on a board, providing community service, service to our children's school, it is a physical act?

OR

Is service really helping others in need in small ways? Can it be all the little things you do to help others achieve their goals?

Here is another example, at my children's school last year, they implemented mandatory service hours from the parents. This really struck me the wrong way, because if it is mandatory, how can it be service? In my mind, the way to encourage parents to be more active and find ways they can give back to the school community doesn't happen by mandating a certain number of hours that somebody "work" for the school. However, service is defined in so many different ways, that is really is hard to put a definition to it. 

Looking in a couple of different online dictionaries, they had 15-23 different definitions of the word service. That really made me think hard about what service is and what we are talking about when we say the word "service".

This year will be a great year to gain new meanings and understandings of service.

Stanford-Blair, N. & Hipp, K. (2010, June). The Service Year. Lecture delivered at Summer Institute at Cardinal Stritch University, Milwuakee, WI

Research Classes Coming to Life!

After spending nearly two years immersed in the CSU doctoral program, there were times I'd wondered if I was really gaining enough knowledge to cover the thousands of dollars being paid to be in this program. Then the revelation hit!

I was asked to be part of a team that was put together in consideration of applying for an i3 grant (Investing in Innovation Fund from the federal government) with an area STEM group. I was pleased about the consideration because of implications it would have on the work I was doing with Engineering is Elementary for Wisconsin Education Innovations. I was also excited about the opportunity to continue to develop my grant writing skills. But the skills needed for this grant required more than that...

As the meeting began, the cast of characters told it's own story. Yes, we did have some K-12 school people, many involved in Project Lead the Way. There were several people from the Milwaukee School of Engineering and a couple that were PhD's that either had been or currently were involved deep in research projects.

In front of us was placed a copy of the federal register that outlined the grant requirements. One of the biggest changes in this round of funding is the fed's priorities of funding are directly tied to research. The amount of funding you could apply for was directly tied to the amount of evidence (research) that had been done. This may annoy some of us in K-12 education, but the bottom line is we really need to find out what is working well, which is a harder task than one might first think. Evidence as defined in this grant application was something like this:

"Strong evidence means evidence from previous studies whose designs can support causal conclusions (e.e., studies with high internal validity)...more than one well-designed and well-implemented experimental study or well-design and well-implemented quasi-experimental study...or one large randomized controlled mulitsite trial that supports the effectiveness of the practice, strategy, or program."

It goes on, but I think you get the "gist". Many of the people in our room could assume what those terms might mean, but it really felt good to REALLY know what those terms mean and have examples in my head of what that would look like. In fact, it was great to enter into discourse about some of the definitions with current researchers in the field about what studies would actually fit those descriptions. As I watched others in the room listen to the discourse, I could see myself a few years back, listening intently but not fully understanding what any of that meant. Most sat quiet and waited for the research discussion to be over to join the conversation. It was an enlightening experience!

Bottom Line:

I'm definitely getting my money's worth! :)