Too Many Educators Not Enough Leadership: Global Executive Leadership

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Too Many Educators Not Enough LeadershipGlobal
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 [phone] christoph.w
inkler_at_students.jku.at Professor A. Borgese Tel
718-368-5201 professorborgese_at_aol.com
Kalimah A. Priforce Medgar Evers College
(CUNY) Leadership On-Line Seminar
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Problem Identification

• 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
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Global Executive Leadership Youth StudiesPart I

• Global Executive Leadership
• to lead consistently high achieving schools and
  build solid educational values primary for
  transforming childrens lives.
• maximize the value of education and the
  leadership portfolios of every individual student
  to deliver quality performance growth to schools,
  families, and nation.
• retain, recruit, inspire, and develop star
  talented teams within faculty, staff, company
  executives, and off-premise personnel.
• establish school-wide integrated systems of
  sustainability that drives institutional growth,
  integrity, trust.

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Global Executive Leadership Youth StudiesPart
II

• 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.
• Combining Youth Studies theory with empirical and
  experiential research, we explore the following
• 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?

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Global Executive Leadership Youth StudiesPart
III

• Youth Studies
• New Way of Working
• 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, strengths-based,
  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
• 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

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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, Weve been here for five years. We
  thought you saw us coming.
• They hadnt. In an hours 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.

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Featured Leader Dr. Lorraine Monroe

• The job of the leader is to uplift her peoplenot
  just as members of and contributors to the
  organization, but as individuals of infinite
  worth in their own right.
• 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 not-for-profit
  organization, they may include more clients
  served, increased efficiency, and an expanded
  mission.
• 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.

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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
• 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 organizations purpose, and, second, must
  have motives for wanting to lead that are 99
  pure.
• Question
• Can you support both objectivesthe growth and
  development of your organization and the growth
  and development of your staff as individualsin
  everything you do?
• The Monroe Doctrine
• If 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.

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New Ways of Working (NWOW)

• Learning Outcomes
• 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.
• 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.
• This academic brand will be submitted to the City
  University of New York BA Program for
  individualized studies.
• Most helpful on this journey were the tools,
  dialogue, and literature provided by this course
  and the life and leadership models presented in
  Dr. Monroes books.

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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
  Womens 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 self-structured
  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
  Childrens 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. Priforces speaking abilities and classroom
  savvy have made him a popular lecturer, a dynamic
  speaker, and a welcomed guest amongst panel
  discussions and planning committees

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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 Partnerships
  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.