An independent, college preparatory, co-ed, Episcopal Day School serves a community of students in grades 6-12.
Issue link: http://palmertrinityschool.uberflip.com/i/838548
23 S U M M E R 2 0 1 7 PERSPEC T I V ES we knew the answer and wanted to provide the solution. Yet, in resisting that urge to solve, we worked through the problem in far greater depth and gained a richer understanding of the nature of the topic at hand. Together we simplified the issue, asked clarifying questions, and concluded with probing questions. We led and we learned. We witnessed the ways in which our ability to guide effective discussion transformed the group dynamic. Attention to the exchange of ideas rather than the need to find a solution helped me grow more attuned to my own style of participation. As often happens, by actively listening, I created space for other voices to emerge. Lastly, GCLI confirmed for me that everything my grandmother ever said about adolescent behavior is essentially true, only now we have the science to prove it! And that makes all the difference to the status of our profession as educators, doesn't it? e celebrated scientists and keynote speakers led us through fascinating presentations on the science behind leadership, the teenage thought patterns, their decision-making, motivation, and group dynamic. Our week was spent delving into the science, research, reports, and case studies of successful implementation of leadership programs. Such serious study and constructive venues for meaningful dialogue helped me move forward with deliberation and foresight. I returned to the new school year and engaged my colleagues in questions of why and how we will raise leaders. Where and when do we want to begin? How do we keep authentic work at the core of our program? What will a leader look like and how will we know when we have achieved our goal? I understood that I could not insist on a school-wide approach to teaching leadership that all faculty and students would accept. Such teaching takes time and requires space. We need to create space for consideration of the situation we are stepping into. We need to create space during the situation to adapt, respond, and witness with a real presence of mind. We need to create space after the experience to reflect and consider how to proceed. As I engage my colleagues and students in this conversation around leadership, I'm forced to ask myself if such teaching is an innovative 21 st century educational trend, as some may argue, or as fundamental as teaching our ABCs. Honestly, I am not sure. But, I do know that this dialogue is critical to our profession today.