Drew Gilpin Faust, Harvard University’s first and only female president
1) Do It For The Right Reasons.
As a history professor early in her career, Drew never envisioned crossing over to university administration, “what my faculty colleagues call the ‘dark side.’” She would raise her hand for leadership tasks not because she wanted to get noticed, but because she felt it was “good citizenship to serve others.”
2) Don’t Be Afraid To Take The Leap.
3) Define Yourself Publicly, Or Others Will Do It For You.
“If you don’t define yourself publicly, someone else will, and it will likely be according to stereotypes,”
4) Gender Is Always An Issue, But Don’t Let It Derail You.
5) Understand That True Leadership Happens In The “Grey Space.”
Being the head of an organization often involves picking between the best of two imperfect choices, forging a path without having all of the facts, or breaking a tie between two competing factions.
6) Spend Political Capital To Plow The Path For Authentic Diversity And Inclusion.
when I say show horse leadership I am not describing an arrogant leader patting themselves on the back for a moment of leadership. Instead, I am describing moments and events of leadership that we have the capacity to personally acknowledge as good leadership. Examples of this would be a situation where you help someone on your team overcome an obstacle or you go out of your way to care for those under your leadership. There is nothing wrong with show horse leadership, in fact, I think it is extremely beneficial to identify when you are doing good leadership so you can make that behavior a trend.
plow horse. To explain, these individuals don’t view him as a leader because he is leading a big initiative or he has a position of authority. They view him this way because of how he makes them feel. I had heard countless individuals explain how he approaches meeting and interactions and it aligns perfectly with Simon Sinek’s idea of a “circle of safety” in his book Leaders Eat Last.
A virtual reality headset can take students on an immersive journey to another world. But no matter how cool it is, if that $3,000 piece of equipment enters a classroom and doesn’t provide any real instructional value, it can quickly become a very expensive paperweight.
Most schools don’t do edtech procurement really well yet. Sometimes we buy products that end up in closets because they don’t fit the instructional needs of students, and we end up not being good stewards of taxpayer dollars.
Located in the district’s central office, where hundreds of teachers and staff members stop by each week for professional development, the playground offers a creative space that encourages teachers to explore new tools that have been vetted and approved by the district’s tech department.
In the United States, K-12 schools spend more than $13 billion a year on edtech — often without any idea whether it will make a difference in learning outcomes.
This is another example of blanket statements aimed to bank on buzzwords and fashionable tendencies. Indeed, use of social media is an imperative skill for any educational leader, since it provides a modern venue to communicate with the rest of the stakeholders in the educational process: parents, students etc.
However, the process of social media use in education is rather more complex as presented in this article. e.g.:
why the hashtag use is the one and only altmetric consideration for deep data analysis? The author suggests taking “advantage of an analytic tool to measure effectiveness and participation,” but there is no specific recommendation and the choice of the analytical tool as well as the process of analysis is a science on its own
how educators, as suggested by the author, “want to guide students on comment intensity and type while keeping them on topic”? Indeed, an educator abiding by constructivism will facilitate and guide, yet there is a fine boundary between facilitating and dominating the conversation with “guidance.”
The most useless suggestion in the article:
“For administrators, Twitter chats also provide an opportunity to gain student and parent perspectives while giving them more voice in what’s going on within a school or district.”
Are administrators willing to yield that power to their constituency? What does the current research on educational leaders’s attitude reveal regarding their willingness to engage in such open (and difficult to control) discourse? How is such attitude to be changed: this is missing in this article.
What is your approach to the institutional use of social media at your school?