The definition of a successful
school has continued to shrink over the last decade for many schools throughout
the country. For many, success is measured only in two percentages that are
released each summer surrounding student success on state testing in math and
communication arts. This is quickly becoming the lone measure of success for
school leaders also. Unfortunately, schools caught in this trap of allowing
others to define their success are all destined for eventual failure.
As I move forward with my
leadership in schools, it will be essential to redefine what success means for
our students and schools. In my current role, we have expanded the definition
of success to include all four “Cornerstones of Learning.” These cornerstones
are scholarship, leadership, citizenship, and stewardship. We believe that
building capacity in all of these areas in all students is essential in our new
global marketplace. At Maplewood Richmond Heights Middle School, we do this
through a strong expeditionary learning program, high levels of technology
integration, and providing students’ time and space to produce high quality
work that has an authentic audience. These opportunities allow students to grow
as leaders, citizens and stewards for the community. Moving forward, I believe that it is essential that I
continue to inspire others to look at this work, mold and shape it for their
environment, and build sustainable models for school growth around the country.
One of the most powerful merchants
of our message around sustainable school growth is the student voice. Students
in our learning environment see the benefits, enjoy their time learning, and
are ready to tell the world about their experiences. One of my future goals as
a school leader is to get the voice of the student deeply engrained in the
conversations around the revisioning of education throughout the country.
Student stories and insight are essential to healthy schools. In addition to
student stories, all members of the learning community must continue to share
the stories and images of the learning. Images are powerful to the discourse of
education, and social media outlets like Flickr, YouTube, and Twitter, allow
the positive stories to flow.
As my experience in leadership continues,
I also hope to write, teach, and collaborate in some fresh environments. I have
some emerging ideas surrounding authoring a book for school leaders that will
spark fresh ideas and provide some lateral capacity building for a new brand of
educational innovation. In addition, this could mean teaching at a local college
or in a virtual environment. Both of these items remain true to my desire to
release the trapped wisdom of education. Finally, on a personal level, I hope
that my leadership prepares a school for my daughters to be highly successful.
As a school leader, parent, and community member in my school district, my
dedication to my local community is buried deep in my mission, and I want my
daughters to be creative, innovative leaders of change in their community and
beyond.
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