Transcript Too Many Educators Not Enough Leadership: Global Executive Leadership & Youth Studies I've said to educators that if many of us were running.

Too Many Educators
Not Enough Leadership:
Global Executive Leadership & Youth Studies
I've said to educators that if many of us were running businesses the way
we run schools, we'd be out of business. Would you send your kid to a place
where every day he wasn't getting better? School leaders don't talk enough
about why their work is important. Why are we doing this, and how do we
know whether we're doing it well? We know by noticing what happens to
kids. Service work is about noticing -- and a good leader notices all the time.
--Dr. Lorraine Monroe;
Founder of the renowned Frederick Douglass Academy & the Lorraine Monroe Leadership Institute
October 1999 issue of Fast Company Magazine article entitled “The Monroe Doctrine”
Leadership is about giving trust and about getting trust.
--John Esposito;
President and CEO of Schieffelin & Somerset CO.
One to one conversation
Christopher Winkler –Tel: 718-368-5076
[email protected]
Professor A. Borgese –Tel: 718-368-5201
[email protected]
Kalimah A. Priforce
Medgar Evers College (CUNY)
Leadership On-Line Seminar
Problem Identification:
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In a dynamic and emotional economy, education
is driven less by highly effective performance
teams, action orientated classroom acumen, and
strategic capability that develops young leaders,
and more with tenured professionalism,
methodized learning models, and ill-innovated
management.
Educational value will depend more on rewarding
relationships with parents, teachers, and
community, technological creativity, brand
curriculum, and envisioning leadership.
In, 1882, fifth graders read these authors in their Appleton School Reader:
William Shakespeare, Henry Thoreau, George Washington, Sir Walter
Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John
Bunyan, Daniel Webster, Samuel Johnson, Lewis Carroll, Thomas
Jefferson, Ralph Waldo Emerson, and others like them. In 1995, a student
teacher of fifth graders in Minneapolis wrote to the local newspaper, “I was
told children are not to be expected to spell the following words correctly:
back, big, call, came, can, day, did, dog, down, get, good, if, in, is, it, have,
he, home, like, little, man, morning, mother, my, night, off, out, over, people,
play, ran, said, saw, she, some, soon, their, them, there, time, two, too, up,
us, very, water, we, went, where, when, will, would, etc.
- John Gatto
The Underground History of American Education
Global Executive Leadership & Youth Studies
Part I
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Global Executive Leadership
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to lead consistently high achieving schools
and build solid educational values primary
for transforming children’s lives.
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maximize the value of education and the
leadership portfolios of every individual
student to deliver quality performance
growth to schools, families, and nation.
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retain, recruit, inspire, and develop star
talented teams within faculty, staff, company
executives, and off-premise personnel.
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establish school-wide integrated systems of
sustainability that drives institutional growth,
integrity, & trust.
Global Executive Leadership & Youth Studies
Part II
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Youth Studies, as an interdisciplinary program,
draws on the insights and methodologies from a
wide variety of disciplines such as history,
literature, psychology, sociology, business,
philosophy, politics, and world studies.
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Combining Youth Studies theory with empirical
and experiential research, we explore the
following:
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How are youth developed in different cultural and
historical contexts?
How have youth resisted discrimination, ageism,
and social stagnation, to form a new leadership
towards change?
How can youth contribute to the economic and
political development of their society?
How do the childhood experiences of great men
and women build character and success?
How do I approach a youth audience with the
knowledge and skills to make an impact?
How does my corporation introduce a youth
initiative into future planning and business
strategy?
Global Executive Leadership & Youth Studies
Part III
Youth Studies
New Way of Working
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direction as education
demonstration: projects, portfolios,
and presentations
androgogical (classrooms without
walls)
simulated classrooms: studios, labs,
workshops, conservatories, museum,
planetariums, study abroad, galleries,
gymnasiums, online courses,
ballrooms, boardrooms, libraries, and
seminars (contextualized learning)
real books: questions are presented
and discussed
diversity and gender inclusiveness
(gender is important)
etiquette, manners, customs, and
civility
self-discipline, teambuilding, and
competition (with oneself and against
other schools)
learning styles, attitudes, strengthsbased, dispositions, and multiple
intelligences
leadership value: brand
mentorship, developmentship, real
teachership
apprenticeships, internships, and
projects (prevention)
alternatives (options), progress in
process
qualitative: character building
education
village model: family and the
sustainable community (what can we
do for each other?)
Traditional Approaches to Education
Old Way of Working
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schooling as education
measurement, aptitude, & examination
pedagogical (classrooms with walls)
synthetic classrooms and lectures
grades, diplomas, certifications
curriculum (disguised indoctrinal
canons)
textbooks: questions, answers, and
glossary provided
indifference and gender
exclusiveness (gender not important)
ground rules
obedience, merit, and competition
(against fellow classmates)
indoctrination strategies
deliberate slowing down of learning
progress denial of self-development
for external rewards
labor value: generic
certified teachership
social services, probing, and
surveillance (intervention)
tradition
quantitative: methodized education
school model: networks and
institutions (what can you do for me?)
Historical Context of Problem
Old Ways Of Working (OWOW):
Makeshift Solutions
The war itself, which had just ended, created a tremendous
hunger in people to start new families. In this way-subtly-a crisis began
in 1946. The first place it showed up was in the hospitals. In 1946, the
number of births in the urban/suburban was more than double that of the
year before. Society was ill equipped to handle the onslaught of new
arrivals. Hospitals were overtaxed, and a significant number of children
were born in hallways, waiting rooms, or wherever makeshift facilities
could be provided. No one heeded the implications.
These children lived for five years before if occurred to
anyone that they would soon be going to school. On or around
September 1, 1951, a mass of 4.2 million urban/suburban babies hit the
schools looking for classrooms, teachers, and books. Taking everyone
by surprise-for few people had heeded the warning embedded in the
soaring 1946 birthrate-five times the number of children who had arrived
the year before to start the first grade arrived at school and said, “Where
is my seat?”
School people asked, “Where did you come from?”
Kids said, “We’ve been here for five years. We thought you
saw us coming.”
They hadn’t. In an hour’s time on that very first day of
school, those children forced a total change in the system. Almost
overnight educators threw together what was later described as “a
maladaptive response to a crises situation” and called it public education.
In the subsequent thirty years, data suggests that makeshift solutions
worked for very few students and actually proved deleterious for most.
- H. Stephen Glenn, Ph.D., and Jane Nelsen, Ed.D.
Page 10; Glenn, S. & Nelsen, J. (2000). Raising self-reliant children in a self-indulgent world: seven
building blocks for developing capable young people. Roseville, CA: Prima Publishing.
Featured Leader: Dr. Lorraine Monroe
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The job of the leader is to uplift
her people—not just as
members of and contributors
to the organization, but as
individuals of infinite worth in
their own right.
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Every great boss knows that
the success of the organization
depends upon producing
tangible outcomes. The nature
of these outcomes depends on
the organization. In a for-profit
business, they may include
greater sales, increased
profits, better product quality,
larger market share, and
increased stock value. In a notfor-profit organization, they
may include more clients
served, increased efficiency,
and an expanded mission.
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Objectives like these are
important. But organizations
that survive and thrive even in
rocky times do something
more than meet tangible
objectives. They also attract
and retain star talent because
the staff is uplifted by the spirit
of the leader.
Featured Leader: Dr. Lorraine Monroe
Everything
the leader does can
contribute to this sense of uplift. It grows
out of the speeches the leader makes,
the informal interactions between the
leader and the staff, the clarity and
boldness of the strategic vision set forth
by the leader, and above all the visible
activities of the leader and the example
these activities set. To be most effective,
everything the leader does should focus
simultaneously on two objectives:
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The growth and development of the
organization
The growth development of the staff as
individuals
However,
to be able to uplift an
organization in this way, a leader must
first be uplifted herself by the
organization’s purpose, and, second,
must have motives for wanting to lead
that are 99% pure.
Question:
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Can you support both objectives—the
growth and development of your
organization and the growth and
development of your staff as individuals—in
everything you do?
The Monroe Doctrine:
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you support the growth and
development of both your organization
and your staff, your staff will be uplifted
beyond petty concerns (raises,
promotions, office politics) and inspired
to accomplish the grand mission of the
organization.
New Ways of Working (NWOW):
Learning Outcomes:
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Based on recent studies on Youth Studies and
the Leadership On-Line Seminar provided by
the Institute for Virtual Enterprise, I have shifted
my academic major to include two modes of
connecting ideas: Global Executive Leadership
& Youth Studies. This academic brand will be
uniquely designed to set future global leaders in
the educational sciences on their way to
impacting leadership that affects youth and will
benefit their schools, families, and community.
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Combining Youth Studies theory with Global
Executive Leadership will develop the individual
learning styles of emerging leaders while
developing their goals, ambitions, and
sustainable relationships.
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This academic brand will be submitted to the
City University of New York BA Program for
individualized studies.
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Most helpful on this journey were the tools,
dialogue, and literature provided by this course
and the life and leadership models presented in
Dr. Monroe’s books.
Kalimah Atreyu Priforce
Kalimah Atreyu Priforce
Major (Academic Brand):
Youth Studies • Global Executive Leadership
Career Goals:
Future Executive Educator
Kalimah Atreyu Priforce is a second year student at Medgar Evers College of the City University of New
York, under the stewardship and direction of President Dr. Edison O. Jackson. Kalimah Priforce is a
trailblazer youth leader with a synergistic passion for working with youth and has grown to become a
pioneer in fields of Youth Studies and educational reform.
To build a school, Mr. Priforce, first, had to establish the science. Present career and academic fields
servicing youth, did not adequately address youth development, youth identity, youth related issues, youth
culture, youth character, youth self-awareness and knowledge and their interdependent relationship to
various social systems. Mr. Priforce believed that as in other areas of learning such as Women’s Studies
or African-American Studies, Youth Studies will enable young people and youth development
professionals to gain better insight into what it means to be young, encourage a better understand of
themselves, their environment, their purpose, and indeed their place in the world. Seeing also a need for
emerging leadership in the filed of Youth Studies, in 2003, Youth Studies was combined with Gloal
Executive Leadership to deliver a unique academic brand to the Medgar Evers College and the City
University of New York.
Born in Miami, Florida, yet raised in the Bedford Stuyvesant section of Brooklyn (New York City), Mr.
Priforce struggled against no to low-income poverty, group homes, and street violence surrounding his
early upbringing. However, inspired by the George Washingtons and the Napoleons of the world, his selfstructured personal and public life refused to fail and thus became rooted in character, service, and
values-based leadership. In an effort to share these beliefs with other youth, in 1994, he became an after
school program aide, and has held countless other mentoring and tutoring positions with various
organizations including the 500 Role Models of Excellence and the Civil Air Patrol. More recently, Mr.
Priforce has worked with The Harlem School of the Arts, the Brooklyn Children’s Museum, Project
Succeed and a host of other notable programs in the youth development field. Mr. Priforce recently
completed the 2002 Thurgood Marshall Scholarship Fund Leadership Institute and presently apprentices
in the business strategy division of Schieffelin & Somerset Co.
Mr. Priforce plans to complete his degree in Youth Studies, pursue an MBA in Executive Leadership, and
build an educational corporation building premium public chartered schools.
“Run like a corporation, my non-profit company will build the best schools and provide premium education
for the public school population”.
Mr. Priforce plans to lay the groundwork for a Youth Studies Consortium in spring 2003, and enjoys
spending time with his mentees and representing his alma mater at special events. Mr. Priforce’s
speaking abilities and classroom savvy have made him a popular lecturer, a dynamic speaker, and a
welcomed guest amongst panel discussions and planning committees:
Kalimah Atreyu Priforce
Participates
in the Leadership On-line seminar provided by the
Institute for Virtual Enterprise (A CUNY Special Initiative).
Co-planned the fourth annual Uncovering Connections
Conference held at Medgar Evers College.
Joined faculty panel for the 16th annual Melanin Symposium at
Medgar Evers College. First and only student to do so.
Volunteers for the Liberty Partnership’s Mentoring Program.
Sits on the 2003 Leadership Institute Planning Committee for
the Thurgood Marshall Fund with corporations that include
Schieffelin & Somerset, Ernst & Young, FUJI, Frito-Lay, Pfizer,
Microsoft, MTV, Ball Corporation, and IBM. The first and only to
do so.
Completion of Thurgood Marshall Fund Leadership Institute
2002. Delivered “Leadership Response” speech entitled “A
Different World” for the opening plenary session.
Delivered student speaker speech entitled “I am your Sun” for
the Medgar Evers College Annual Gala 2002.
Recipient of the Community Service award from Antioch
University 2002.
Delivered keynote speech “Generation Y” for the “National
Conversation on Youth Development in the 21st Century” at
Central State University, hosted by Central State University,
Project Alpha, Alpha Phi Alpha Fraternity, Inc., Greene County
Family and Children First Council, March of Dimes, and the
Ohio State University Extension 2001.
Certificate of Appreciation for representing Central State
University during the African-American Honors Conference
debate competition 2001.
Recipient of transfer scholarship award from Central State
University 2001.
Successfully achieved a corporate decision (which included a
three-hour negotiation meeting) to acknowledge vegetarians and
those with alternative foods diets at Central State University
2001. Founded the Alternative Foods Alliance.
Became a member of the honors curriculum and debate team
for Central State University 2001.
Certificate of Appreciation for participation in the Honda
Campus All-Star Challenge 2001.
Joined the Dean's List at Medgar Evers College 2001.
Became freshman class representative of Student Government
at Medgar Evers College 2000.
Organized a fellowship of United Nations' students from
France, to Medgar Evers College 2000.
Published such poetic works as The Messiah's Wife and Italian
Rose 1999.