John R. Lewis: A Role Model for Servant Leadership and Intentional Invitations

The year 2020 will certainly be remembered for the havoc that a coronavirus, COVID 19, wrought upon the systemic threads designed to allow our society to functionally mesh.  The pandemic has especially revealed how precarious is the mission to form a more perfect union.  Whenever times emphasize the need to address fairness in equity and systemic racism, ineffective leadership deferring to partisanship will block consensus building that could address social injustices and institutional failures.

Sadly, since April 2020, three giants of civil rights have passed. Yes, let’s greave Joseph Lowery, C. T. Vivian, and John Lewis but also accept that the loss resulting from their passing presents an opportunity. In their memory we are called upon to reflect, respect, and renew our goal of making better possible.

Despite death, John Robert Lewis urged each of us to answer the highest calling of our hearts and stand up for what we truly believe. His posthumous  Op-Ed simply added to his legacy.  Congressman John R. Lewis dedicated his life to protecting human rights and securing civil liberties. He was praised as "the conscience of the U.S. Congress.” The actions exemplified throughout his life modeled servant leadership, intentional invitations to optimize human potential, and the willingness to challenge the status quo through “Good Trouble.” Finding a way to get in the way through non-violent demonstration was a core belief and a foundational assumption.

The three basic assumptions of servant leadership are the leader is responsible for the followers, is responsible towards society and the disadvantaged, and the person who wants to help others does this best by leading them.  Listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to growth of people, and building community are essential attributes of the servant leader (Spear, 2002).  The primary motivation for the servant-leader is to serve first rather than to lead (Greenleaf, 1977). 

In most organizations, leadership is ascribed to people who hold management positions and prove capable of giving orders to other members of the organization (Senge, 1990).  By contrast, as a result of the primary desire to serve, the servant-leader wants to help his or her followers "grow healthier, wiser, freer, more autonomous, and more likely themselves to become servants" (Greenleaf, 1977, pp 13-14).  While the desire to serve is the primary motivation of the servant-leader, the aspiration to lead is based on conscious choice to ensure other people's highest-priority needs are being served (Greenleaf, 1977).

Servant-leaders, such as John R. Lewis are value-led and character-driven. What differentiates servant-leaders is their deep desire to pursue a preferred future from “the basis of humility, empathy, compassion, and commitment to ethical behavior” (Lad & Luechauer, 1998, p. 64).  Servant leaders do not find service and leadership to be dichotomous choices.  Rather, they believe the concepts are so intertwined that they can be used interchangeably because, to them, leadership is about providing a service (Koshal, 2005). 

Proponents of servant leadership emphasize collaboration and integrity, whereby communication and persuasion skills become extremely important (Smith, Montagno, & Kuzmenko, 2004).  Since a servant leader empowers others, helping them be and do their best (Hall, 1991), then decision-making processes involving stakeholders will typically result in consensus-building.  Since the servant leader's motivation is directed more at the personal growth of the follower, the servant leader's success gets measured by the extent to which the follower moves toward self-actualization (Maslow, 1970). 

From the perspective of this type of leader, the tenet of service adheres to key principles of servant leadership.  Leaders who lead an organization by focusing on their followers are servants first, whereby followers are the primary concern and the organizational concerns are peripheral.  Servant leaders serve and lead with “(a) altruism, (b) empower followers, (c) act with humility, (d) exhibit love, (e) lead with service, (f) are trusting, and (g) are visionary to their followers” (Patterson, 2003, p. 5).

Considering John Lewis’s example of servant leadership for systemic change, it becomes easier to recognize the conceptual and empirical gaps between servant leadership and charismatic leadership theory (Tucker, 1968).  Too often, a leader’s charisma guides political movements. In such cases, this results in further polarization rather than consensus building because the leader’s desires, aspirations, and biases; rather than needs of followers, become the focus for decision-making.

According to Spencer (2006), trust and emotional intelligence must play a major role in servant-leadership.  Invitational Education (IE), as explicated by Purkey and Siegel (2013), provides similar expectations to guide today’s leaders through complex times (Burns & Martin, 2010).  Given IE Theory and Practice is grounded in social justice and high emotional intelligence, a servant leader would comfortably focus upon issues of social inclusion, mutual respect, care, equity, and justice.  The result would be inviting practices in all areas of systemic functioning that encourages people, policies, programs, and processes to be intentional, caring, optimistic, respectful, and trusting (I-CORT) in any place where optimal human potential and the attainment of the learning for all mission is desired (Anderson, 2017).

For a servant leader, implementing Invitational Education theory (Purkey & Novak, 2015) contributes to a climate respectful of human dignity and promoting collaboration in the school’s decision-making processes (Asbill & Gonzalez, 2000; Burns & Martin, 2010; Schmidt, 2007). An institution’s Five Ps: people, places, policies, programs, and processes, provides a framework for assessing inviting practices (Purkey & Novak, 2015; Purkey & Schmidt, 1996; Purkey & Siegel, 2003; Smith, 2005). Evaluating institutional climate based on IE theory provides a comprehensive design with the potential for optimizing success within today’s organizations (Burns & Martin, 2010). 

Through his final words, Congressman Lewis expected humble followers to accept the mantle of servant leadership. Fortunately, John Lewis provided a model for servant leadership and left us a full toolbox of effective strategies and non-violent approaches. His legacy provides proof that when leading with love, we invite others to reach their human potential.  Through servant leadership and leading with love we communicate the antithesis to hate-based systemic racism, thereby making better possible Thank you John Lewis, for proving that peace and humility exposes Grace and true leadership! 

To Cite:

Anderson, C.J. (July 31, 2020). John R. Lewis: A role model for servant leadership and

          intentional invitations. [Web log post] Retrieved from

          http://www.ucan-cja.blogspot.com/

References

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Anderson, C.J. (May 31, 2020) Leading with love: Being culturally responsive

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Leading with Love: Being Culturally Responsive Requires Addressing Systemic Racism

Considered by many to be the father of the common school movement, Horace Mann believed the public education system should be “common in the highest sense, as the air and light were common; because it was not  only the cheapest but the best, not only accessible to all, but as a general rule, enjoyed by all” (Reese, 2005, p. 11).  By satisfying every students’ basic needs an effective teacher leader addresses the need for intrinsic motivation.  Thereafter, the school’s core beliefs and core values can promote capitalization of interest and relevance, providing realistic choices among tasks, teaching skills necessary for success, focusing on mastery, helping students set appropriate goals, providing appropriate feedback, limiting use of external constraints in teaching, and fostering relatedness in the classroom.

This is a perfect rationale for promoting culturally responsive teaching practices.  Teacher leaders need to advocate for the currently unheard voices of their students. A social justice mindset recognizes social conditions creating an opportunity gap are leading indicators in education and must be addressed if we ever want to truly mitigate the trailing indicator known as the achievement gap. To various extent, teacher preparation standards implicitly encourage culturally responsive teaching practices. For instance, a teacher may be expected to:

·         Connect disciplinary knowledge to other subject areas and to everyday life;

·         Link new ideas to familiar ideas: making connections to a student's experiences;

·         Use a student's thinking and experiences as a resource in planning instructional activities;

·         Understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values;

·         Understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;

·         Understand cultural and community diversity, knowing how to learn about and incorporate a student's experiences, cultures, and community resources into instruction;

·         Know about community and cultural norms

For this discussion, it is crucial to recognize  Bloom’s taxonomy (1949) rates understanding and remembering as lower-order thinking skills (LOTS).  It is time for teacher candidates and practicing teachers to be able to evaluate systemic racism and actively create lessons that name, claim, and eliminate systemic racism by synthesizing community dynamics and best practices for promoting social justice.  Evaluating, creating, and synthesizing require higher-order thinking skills (HOTS). To promote high expectations, develop critical thinking skills, and achieve the learning for all mission, teachers should plan more HOTS rather than LOTS.

 The teaching force in the United States is mostly white and female.  This is true even in minority-based communities.  Regardless of race or composition of the community, it is time to expect all teachers to explicitly describe how they plan to bring multiple perspectives to subject matter discussions, including how they will attend to diverse student's personal, family, and community experiences and cultural norms.

Systemic racism impacts opportunities for inclusive educational practices and the over-representation of minority-populations endemic in special education.  As life-long learners, teachers need to become competent in developing effective instruction that includes modeling, practice, feedback, and reinforcement (Joyce & Showers, 2002).  In relation to addressing systemic racism, administrators need to support development of professional learning communities (PLC) designed to help teachers transition from providing LOTS to planning for HOTS.   Through effective collaboration, the PLC not only can examine school climate using the Five P structure based on Invitational Education theory (Schmidt, 2007) but create direct teaching that will address inequality and systemic racism.

Systemic inequality based on racism, the original sin of these United States, will not be adequately addressed by having one-month a year dedicated to a race’s history.  The 240-years old systems of oppression and culture of hate that began with acceptance or compromise of slavery by many of the Constitution’s Founding Fathers needs to be honestly discussed and openly addressed. “The ultimate tragedy is not the oppression and cruelty by the bad people but by the silence over that by the good people” (M.L. King Jr., 1963).

Racism is grounded in hate.  Therefore, when a society fails to address systemic racism it encourages hatred.  Where can teachers and ALL stakeholders begin? Use your voice and advocacy to lead with love!

Accept the following challenge:

Begin each day by reflecting upon how you will treat others the way you expect to be treated: With love! Further reflect upon the tenets of love, for instance as described in 1 COR 13:4-7: Love is patient and kind. Love is NOT prone to jealousy, pettiness, or anger. Love does NOT enjoy bad things. It does NOT exhibit rudeness, selfishness, or resentment.
 Love seeks the good within people and the truth in things. Love willingly invites forgiveness, trust, hope, and the desire to endure...

Then, commit to exhibiting these tenets throughout the balance of the day.  As in all things, you will not exhibit perfection. However, intentional planning to exhibit love-based actions today adds a concrete plan to your perfect goal.  The result will be YOU being more ready to communicate based on love.

When leading with love we invite others to reach their human potential.  We communicate the antithesis to hate-based systemic racism. We thereby make better possible.

Stay safe. Stay healthy. Be well.

To cite:

Anderson, C.J. (May 31, 2020) Leading with love: Being culturally responsive requires addressing systemic racism.

 [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/

References:

Joyce, B.R. & Showers, B. (2002). Student achievement through staff development.

                Arlington, VA: ASCD. ISBN: 0871206749

Schmidt, J. J. (2007). Elements of diversity in invitational practice and research. Journal

                of Invitational Theory & Practice, 13, 16-23. Retrieved from:

                https://files.eric.ed.gov/fulltext/EJ791537.pdf

Considering Educational Change Initiatives: The role of data compared to intuition

Effective facilitators of change initiatives understand the difference between the role of data compared to the role of intuition during the decision-making process.  While data may be misinterpreted, intuition is typically subject to bias.  Therefore, it is important to reconcile the efficacy of the data analysis process rather than depending upon intuition when seeking valid and reliable solutions.     

Effective Schools Research (Lezotte & Snyder, 2011) proved the value of formative assessments when seeking to optimize student learning.  In relation to the evaluation of learning, major differences exist between the purpose and value of standardized summative tests compared to formative assessments.  Standardized summative tests typically are assessments OF learning.  By contrast, formative assessment presents the opportunity to develop assessments FOR learning (Stiggins, 2008).  

Educational leaders, intent on increasing the system’s collective capacity for student achievement, ensure collaborative school teams create common formative assessments.  Dufour et al (2008) cited Reeves’ (2004) belief that when collaboratively created, common formative assessments are the “best practice in assessment” (p.71).  As part of the evaluation process, leaders should emphasize the need for potential solutions to be derived from diverse data analysis grounded in research-based best practices.  By contrast, identification and implementation of changes based on faulty analysis, skewed by bias-laden intuition, could either result in paralysis by analysis or knee jerk reactions.  The goal of assessment proficiency is to allow teachers to collect data based on student learning and then help them to reliably adjust instruction or interventions to optimize the learning for all mission.    

Assessment is how educators can measure or confirm learning.  Based on this simple reality, effective teachers grasp the reality that assessment and learning are two COMPLIMENTARY sides of the education process.  Therefore, diverse assessment data help reflective teachers' creativity, leading to innovative but reliable instruction and interventions.   

The development of common formative assessments through professional learning communities enhance the assessment literacy of involved teachers (Dufour et al., 2008) and mitigate potential bias.  Crucially, collaborative teams outperform individual efforts, therefore, "learning not only occurs in teams but endures" (Schmoker, 1999, p. 12).  Social cognition theory (Vygotsky, 1979) and the emotional tenor of the school (Reason, 2010) are two factors that help a collaborative team exhibit increased levels of innovation and creativity compared to a single teacher operating within a lonely, isolated classroom.  An effective leader does not leave the emotional tenor of a school to chance.  Rather, she or he promotes an emotionally positive climate and collaborative culture that highlights sustained learning as monitored through diverse assessments.   

Researchers believe deep and meaningful professional development results when staff creatively and reliably DO the work rather than either training to do or planning to do the work (Stiggins, 1999; Pfeffer and Sutton, 2000; Fullan, 2001; Dufour et al., 2008).  Therefore, an effective leader enhances the practical application of collaborative assessments and shared data points by ensuring analysis, application, and formation of next steps within an effective professional learning community (PLC) rather than through isolated, autonomous classrooms.  An effective school-based PLC relies on the creation and analysis of collaborative assessments, embraces collective inquiry, commits to continuous improvement, and is results-oriented (Dufour et al., 2008). 

In summary, an effective school’s decision-making processes shape its learning agenda based on the utilization of both formative and summative assessment data analysis.  Common formative assessments are essential (Reeves, 2006) but optimized when developed, implemented, and reviewed through an approach that is systemically engrained by tenets of an effective professional learning community (Schmoker, 2004b; Dufour et al, 2008; Marzano & Waters, 2009).  Unlike summative assessments, common formative assessments increase creativity grounded in defined autonomy (Marzano & Waters, 2009).  Formative and summative assessment data analysis reliably satisfies the correlate of frequent monitoring and adjustment (Lezotte, 1991).  Compared to intuition-fueled beliefs, diverse data analysis based on research, defined autonomy, and effective collaborative practices lead to more informed, reliable solutions that result in sustained success.   

To cite:  

Anderson, C.J. (September 30, 2018) Considering educational change initiatives: The role of data  

compared to intuition. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/   

References 

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