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Welcome to the EPFP Alumni Blog! Here we highlight the work of EPFP alumni around the country by featuring guest blog posts about our three pillars: Policy, Leadership, and Networking. For more information or to report abuse of this feature, please contact the EPFP national program staff at epfp@iel.org.

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An EPFP Coordinator's Reflection: Civil Rights Bus Tour Themes

Posted By Sarah McCann, Wednesday, August 9, 2017

Written by MA EPFP Coordinator Laura Dziorny, based on her participation in the Civil Rights Bus Tour in 2016.
To attend the EPFP Alumni Bus Tour on January 21-24, 2018, learn more and register here: http://epfp.iel.org/page/civilrightstour

As a co-coordinator of the Massachusetts Education Policy Fellowship Program for the past few years, I’ve been interested in thinking more critically about how we can integrate a focus on civil rights into our program. As a result—and because of my deep interest in experiencing first-hand historical sites I had only read about—I was eager to participate in the Civil Rights Bus Tour last year. Going into the experience, I felt myself quite far removed (by age, race, and geography) from the key moments that unfolded during the civil rights movement. But one of the major takeaways for me was to realize that there are no distant observers when it comes to the movement for civil rights. It is not just for heroes, for other communities, or merely a part of our history. We all have a role to play.

            For me, one major theme of the tour was courage. Namely, I realized that the civil rights movement was made of ordinary people. This isn’t to say that the people involved don’t deserve our admiration and respect. Of course they do. But when we label people as “heroes” we shouldn’t forget that these were people just like us. In particular, two memories from the tour have stuck with me because of the way they demonstrate the courage of those involved with the movement.

            On the first day of our tour, we heard from a woman named Jewel at the Mt. Zion United Methodist Church in Philadelphia, Mississippi. Her mother and brother were brutally beaten by Klansmen as they left a church meeting during the summer of 1964, the same summer that Mickey Schwerner, James Chaney, and Andrew Goodman were killed in Philadelphia for their involvement in efforts to register black voters. Hearing Jewel talk about the Klan activity and the constant threat of violence that black residents faced, it was impossible not to reflect on the deep, abiding, resilient spirit and courage of Jewel, her family, and so many others like them. Sometimes the most courageous thing is daring to live your life the way you want to. I was so impressed by the quiet courage of all those who lived under the threat of violence during these fraught times, when just carrying out basic day-to-day tasks like going to school or church was a dangerous act.

            Another striking moment—for me and the whole group—came as we toured the Dexter Avenue Parsonage, where Martin Luther King lived with his young family when he was pastor of the Dexter Ave. Church in Montgomery from 1954-1960. The contents of the parsonage are well-preserved, reflecting the daily life of a family in the 1950s. It’s incredible to think that as you walk next to the couch and coffee table, the beds and dressers, that such a great hero of our history lived and worked here. We have a tendency to deify King and other leaders of the movement, to put them on a pedestal. The truth is that he was a human who faced doubts and fear and crises of confidence, who ate at that kitchen table and slept in that bed. He became one of our heroes by rising to the occasion in an extraordinary moment in time, but it’s important to remember that any of us could call upon the same sources of courage in our lives if we choose.

            A second major theme I took away from my experience is the incredible power of community—that is, people pulling together in support of a larger movement. A prime example came at the Rosa Parks Library and Museum, when we learned about the Montgomery bus boycott that lasted 382 days from 1955-56. We saw pictures and learned about the measures that community members took to continue on with their lives despite the disruption, including organizing covert carpool pick-up points. It’s incredible to think about the unity and sense of purpose that inspired those participating in the boycott, and to reflect on how they pulled together and used their creativity to reinforce community bonds.

            On the first night of the bus tour, we heard from a fascinating and inspirational speaker, Flonzie Brown Wright, who told us a number of stories about her past. She shared her attempts to register to vote and her later successful campaign to win elected office, supervising the Registrar of Voters. During the march from Selma to Montgomery in the summer of 1965, she received a call from Martin Luther King, Jr., asking her to feed and house the marchers as they passed. With no time to waste, she mobilized her neighbors, utilized every available pair of hands, every nook and cranny in the town, and managed to provide for thousands of marchers. It’s hard to imagine this level of community engagement, unity, and mobilization in today’s fractured times—and it offers a powerful opportunity to reflect on whether we’ve lost some of that spirit of community even as we continually encounter new methods of “connecting.”

            Along with courage and community, the Civil Rights Bus Tour caused me to reflect on the theme of continuity—how the civil rights movement and the events we learned about on the bus tour are connected to all of our lives and experiences to this day. I saw this in a couple of ways, first by contemplating the role of allies to the movement. I was especially struck to learn about James Reeb, a White Unitarian Universalist preacher who joined the marchers in Selma, where he was beaten and killed by segregationists. James Reeb came to Selma from the same city where I live today, Boston. Hearing his story, I felt surprised that I hadn’t heard anything about him before the trip—but also proud to know that he had joined the march for a cause he believed in. His example made me think about how I can be an ally to movements for justice, especially those that are taking place far away from my own lived experiences.

            Finally, the trip helped me reflect on how struggles for justice have impacted every part of the country, including my own. Boston has certainly faced—and continues to face—significant challenges with racial inequity, particularly during the 1970s when protests over busing led to violence and simmering racial tensions. Coming out of this trip, I’m interested in thinking about how we can engage our Policy Fellows in discussions about the history of the struggle for equal rights in Massachusetts. We must not ignore challenges or accept the status quo in our own communities by focusing on problems elsewhere.

            Throughout the tour (which took place at the end of November 2016), it was impossible not to contemplate the impact of the recent presidential election, given the divisive and nasty rhetoric that emerged during that campaign. It made clear that the issues we were discussing are not just in the past, but that ignorance and fear of others persists in very real ways to this day, all across our country. The Civil Rights Bus Tour emphasized to me that there are no bystanders in the movement for equality and justice, but that this is all of our fight, and it continues to this day. It’s possible for all of us to seek the courage to participate, play our part in community efforts for justice, and recognize the continuity with what’s gone on before.

            I’ll close by sharing the inspirational words from the tombstone of James Chaney, one of the three young activists killed in Philadelphia, Mississippi in the summer of 1964: “There are those who are alive yet who will never live. There are those who are dead yet who will live forever. Great deeds inspire and encourage the living.” Participating in the Civil Rights bus tour to learn about Mr. Chaney and others like him was truly an honor and an inspiration, and I hope everyone has the chance to participate in this experience.

Tags:  alumni  civil rights  equity 

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Cross-Boundary Leader: Larry Leverett (NJ EPFP 88-89)

Posted By Sarah McCann, Monday, June 5, 2017

 Cross-Boundary Leader:
Larry Leverett
(NJ EPFP 88-89)

 

Dr. Larry Leverett served as the Executive Director of the Panasonic Foundation, a corporate foundation with a mission to help public school systems with high percentages of children in poverty to improve learning for all students. Although recently retired, he maintains the passion and expertise he brought to the role, along with a deep commitment to improving teaching and learning for all students.

Prior to joining Panasonic Foundation, he spent 16 years serving as a superintendent in three school districts:  Greenwich, Connecticut, Plainfield, New Jersey, and Englewood, New Jersey. His career in education included urban and suburban experiences as a classroom teacher, elementary principal, assistant superintendent, school board member, and Assistant State Commissioner of Education.  Dr. Larry Leverett is at present supporting school district leadership and superintendent teams with governance effectiveness, team alignment, and equity strategies.

Career: Why Cross-Boundary Collaboration is Important in Education

“This is what I believe I am here to do.” 

From early on in my career to the last day as Executive Director for the Panasonic Foundation, my focus has been to advance educational equity and a commitment to ensuring every child has what they need to be successful. It was a career-long journey to advance the focus on children with the greatest need. I served as a Superintendent for three school districts over a total of 16 years. I loved my work and the help I was offering my districts. My work in education follows the mission statement of The Plainfield Public Schools closely: “In partnership with its community, shall do whatever it takes for every student to achieve high academic standards. No alibis, no excuses, no exceptions!”

There are tremendous disparities in society that play out in our schools, mainly with children of color and those with special needs. They are not provided with the resources they need to disrupt the challenges presented by institutional barriers associated with race and class. The general issues in our education system have not been addressed because of our failure to address structural barriers that constrain access to opportunities supportive of student success. Cross-boundary leadership focused on collaboration across education, health, family wellness, and human service-oriented educational, governmental and non-profit organizations opens lines of collaboration necessary to provide comprehensive supports to children and families impacted by multiple risk factors.

As a cross-boundary leader you must build relationships inside your agency and outside, to ensure that the broad spectrum of available resources is effectively used. Partnerships and collaborations must be a core leadership value to provide the wrap-around services required to meet the diverse needs of children and their families. This is no time for “lone rangers” or heroes who rely upon silo-based approached to address the complex issues that influence student and family success.  School and district leadership that systematically works across institutional boundaries is essential to provide a diverse array of supports in and outside the schools.  

During my time as the Superintendent for Plainfield Public Schools, one of New Jersey’s 30 poorest school districts, I was faced with the loss of millions of dollars in state funding that would have eradicated a comprehensive community schools strategy that involved education and human service supports for our children and families. Fortunately, our efforts to provide comprehensive wrap-around services evolved through several years of work to build relationships across sector boundaries.  The history of collaboration resulted in shared ownership of the community school approach and provided the relationship trust necessary to challenge legislative decisions that would have negatively impacted collaborative investments to build student and family support systems.   Fortunately, we invested in building community leadership and had the relationship trust to tackle a significant negative impact on inter-agency/inter-governmental efforts to support a system-wide community schools approach. We were successful because of the cross-sector support that included the mayor, elected and appointed officials, health service leaders, clergy leaders, non-profit organizations, and community and parent organizations.  The wisdom of working across boundaries to build shared ownership and responsibility not only helped us to provide comprehensive services for children and families; it proved to be the basis for overcoming significant obstacles that threatened the partnerships we had developed. 

Leadership Lessons Learned

One of the biggest leadership lessons I’ve learned is how crucial it is for leaders to truly know who they are. It is important for a leader to be grounded in a small set of core values that defines their approach to leadership. Leaders must be anchored by a set of deeply embedded core values that informs principled leadership. Core values are important to shaping the leader’s theory of change that outlines the major assumptions on how to move an organization toward its mission. Within education, I carry these values to ensure the success of all learners we are charged to educate.

We must commit to an unshakeable belief in our ability to help all children to succeed in school, family, and community.  The commitment to this belief places that responsibility on leaders and adults interacting with our learners to have high expectation for themselves and the children they serve.  Value each learner and work to release the genius within every child.  

We cannot be successful in our roles as school and district leaders working in isolation of community-based systems and resources.  Cross-boundary leadership is essential to ensuring broad, comprehensive systems of support required to meet student needs. We can’t get the job done for our children working in isolation.

Focus on the classroom and providing school teachers and principals with the supports needed to ensure high quality instruction to all children. Invest in building differential support and capacity building systems to grow and retain leaders in districts, schools, and classrooms.

EPFP Experience and Value

I participated in EPFP as an assistant superintendent and the Fellow experience was a great breakthrough opportunity for my career. EPFP gave me exposure to a network that was not available to me before. For example, it opened the door that allowed me to grow as a leader and gave me the ability to network with policy makers and practitioners across the country. I have a broader network thanks to EPFP and for several decades enjoyed a career supported by EPFP colleagues that I have called upon for advice. EPFP gave me the space and opportunity to discuss my practice confidentially. The biggest value of EPFP was the connections I made. Relationships that I established during my time as a Fellow have been sustained throughout my career as an educational leader. The use of the ever-expanding network has benefited me greatly. Even though I leave formal leadership, this interview is an example of alumni engagement and through this opportunity I can reach out to other Fellows. I value the relationships I have in DC, in my state, and nationally.

Throughout my affiliation with the Institute for Educational Leadership, I believe EPFP has always managed to be at the forefront of providing a space for policy discussions and defining policy for leaders involved in our school systems as well as those in legislature, the press, etc. No matter the agenda change, EPFP is always in the front of learning and teaching, informing others of trends, policies, and developments in the field of education.  

Tags:  alumni  cross-boundary leader  equity  leadership 

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Career Reinvention (It's Better to Wear Out, Not Rust Out)

Posted By Sarah McCann, Thursday, March 9, 2017

Ron Hoekstra
WIE 1973-74

Career Reinvention (It's Better to Wear Out, Not Rust Out)

1973

I met the last member of my class as I returned to my room at Airlie House, an antebellum mansion in Virginia’s hunt country, where WIE hosted our orientation gathering. He snored softly, his beard spread atop his blanket. His unopened backpack rested against a wall. Hello, Bernard Glassman, newly arrived from Thailand. Welcome to our cadre of bright, talented, culturally and lingually diverse, extremely well-educated, and generally personable dewey-eyed change-makers.

By default, most of us aspired to improve public schooling. A few through federal agencies and policies. A couple already knew that the real action occurred at the state level. One or two carried the superintendency bug. We all sought to explore national-level policy making, hone networking skills, and learn how to effectively govern. Nearly everyone agreed that living / working / studying in Washington, DC trumped just about anything.   

1951

My initial leadership training began in second grade. In that classroom of 13, I figured out how to extend and enhance my learning. The local post office connected me to the world beyond the corn and soybean fields of east-central Illinois. The school’s six teachers offered rich resource networks through which I leveraged the content of textbooks and workbooks into nearly limitless inquiry and discovery.

I learned that classmates esteemed me when I invited their questions and shared what I knew. Teachers actively coached and mentored me. Community leaders invested their time and wisdom in me. Donors underwrote the cost of Boy Scout summer camps and the American Legion’s Boys State. Nearly everyone in my home town of 550 helped raise me.

 

1961

As I left for college, I recognized the efficacy of the three fundamentals of successful social and governance paradigms. Articulate policies that always recognize, affirm and empower human potential. Develop safe paths for use of “best practices” and trial and error where those don’t work. Model and practice networking.

A decade of undergraduate, graduate and post-graduate schooling conceptualized and reinforced those three fundamentals. 2 1/2 years of pre- and post-doctoral internships confirmed and deepened their importance. The Ford Foundation’s Washington Internship in Education iced the cake.


1990

Fast-forward through 16 years of public school leadership — always at the district level. About six months into my final superintendency I realized that I no longer sought the next job. My self-diagnosed “restless intellect” prompted me to career shift into the private sector.

 

2007

17 years and three successful non-education related businesses later, I once again career-shifted. This time as a volunteer teacher in developing countries. My wife, Linda and I lived and taught for two years in Honduras and for one year in Indonesia. We returned to the US in 2013.

As expats, we lived in local neighborhoods, shopped in local markets, and ate in local restaurants. We visited cities, small towns and villages. Nearly everywhere we met missionaries and volunteers through whom churches and charitable organizations sought to provide free, in-country medical, dental, child-care, and education services to the poorest and neediest. While we noted the obvious benefits provided, we also witnessed an unexpected result of such well-intended charity — a continuing culture of dependence.

Nearly always missing was the bedrock of successful social and governance paradigms. Few policies recognized, affirmed and empowered human potential. Fewer, if any, safe paths existed for use of “best practices” and trial and error where those didn’t work. Networking mostly promoted and facilitated corruption.


2016 and Beyond

To help reduce cultural and economic dependence, we created The Foundation for Enterprise and Hope, a 501c(3) non-profit corporation, doing business as The Coffee Can Group.

Through no-interest micro-loans, we aim to enable burgeoning entrepreneurs (particularly young women) to start a business, produce a profit, and grow personal wealth. As loan recipients repay their loans, those monies remain in the local community to be reinvested in other proposed businesses. Interrupting debilitating cycles of social and economic dependence begins with enterprise and personal wealth.

The three pillars of policy, networking, and leadership provided us the conceptual framework for fostering economic and social independence. Based on these tenets, we support sustainable economic empowerment through enterprise. Networking generates clients and social investors. We mentor and coach others to lead this effort.

We rooted our social investment model in successful small business structures and practices. The Coffee Can Group’s leadership teams include entrepreneurs who saw opportunities to make money, created businesses, produced profits, and developed personal wealth. Along the way they helped others and had fun.

We envision hundreds, perhaps, thousands of persons contributing fewer than $25 each. Our Coffee Can Connections comprise networks of social investors who form investment groups of five or six, generate a group investment donation, and then reach out to others to form new investment groups.

The Coffee Can Group also intends to engage with public and independent schools and colleges across the US. We seek to network with elementary and high school teachers who wish to integrate our economic and social investment model into their study of languages, cultures, geography, and economics. We plan to network with college and university professors and their undergraduate and graduate students to encourage them to investigate and document the outcomes of growing individual enterprise in developing countries.

Learn more about and with us.

Tags:  alumni  career  leadership  networking  policy  WIE 

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Cross Boundary Leader: Christopher Shearer (DC EPFP 94-95)

Posted By Sarah McCann, Wednesday, November 2, 2016

Cross Boundary Leader

Christopher A. Shearer

DC EPFP 94-95

 

Christopher Shearer is a Program Officer in the Education Program at the William and Flora Hewlett Foundation. He helps manage grants to improve education by advancing deeper learning—an interrelated set of academic content knowledge, higher-order thinking skills, and learning dispositions for students.

Previously, he was associate executive director of the National Geographic Society’s Education Foundation, where for more than a decade he managed grant making, policy advocacy, and public engagement. From 1993 to 1997, he was a senior staffer at the Institute for Educational Leadership’s interdisciplinary National Health & Education Consortium. Before that, he served as the executive assistant to the president of the Pew Charitable Trusts. Chris began his career as a communications associate for the Duke University-based Pew Health Professions Commission, established to help U.S. workforce, policy, and educational institutions respond to the nation’s changing health care needs and emerging models.skills, and learning dispositions for students.Hewlett Foundation. He helps manage grants to improve education by advancing deeper learning—an interrelated set of academic content knowledge, higher-order thinking skills, and learning dispositions for students.

Chris holds a bachelor’s degree in English literature and biology, and a master’s degree in English literature, both from the University of North Carolina at Chapel Hill, his hometown.

Deeper Learning & Education Policy

Education is one of four standing program focus areas at the William and Flora Hewlett Foundation. We’re making sure kids get the knowledge and skills in school they’ll need to succeed when they graduate. This includes six competencies that, together, we call “deeper learning,” including critical-thinking, communicating and working collaboratively, in addition to rigorous academic mastery, directing one’s own learning, and developing learning mindsets.

As a program officer, my daily work is to engage with the nonprofit community to identify opportunities for funding—I think about issues like the alignment between our agenda and our grantees’ and about how Hewlett can add value to our partners beyond just the funding we provide. So, I often I work to connect people to each other, to funders, and to big ideas to make sure people have the range of resources needed to do the work they are proposing.

We at Hewlett think that if schools are going to support teachers to deliver deeper learning outcomes they need policy backing. Policy can endorse, enforce, and encourage innovation, but I think the field too often thinks of it only as an ‘enforcer,’ which can lead us into a compliance mindset. Hewlett wants to get policy to play a broader, more ‘signaling’ role to get people into a mindset of continuous improvement. So, while I work to introduce a broader set of deeper learning student outcomes through policy reform, I also strive to make policy itself a better, more useful tool. It’s not just used for identification, but for improvement; not just data, but useful data. Policy has a significant role to play in shaping the conditions and levers of the education system.

Hewlett makes grants from the national level down the cascade to the local. Our grantees are working on federal legislative reform to ensure that deeper learning is part of the explicit goals of education at the national level. We’re looking for innovative policies in assessment, teaching, and materials, as well as working across the suite of federal education legislation, trying to increase their congruence. Today, as states develop their consolidated ESSA plans they have a real opportunity to signal that these things matter and to create greater partnerships between states and districts. There’s been a real growth recently in rhetorical consensus on the importance of deeper learning, or the ‘soft skills,’ ‘essential skills,’ ‘21st century skills,’—whatever various advocates call them—and delivering on this new ‘North Star’ for students involves policy reform.

Our home state, California, is such an exciting place right now. The Golden State has recently tackled a whole suite of education policy reform, changing education goals, assessments, financing, governance, and accountability, all of which could potentially align much more with deeper learning. So, we are excited to work on this national agenda in our own backyard. And, across our work, we are increasingly trying to invest in up-and-coming leaders, people in the middle of their career now who will become leaders soon. We’re advocating for identification and support of folks to learn within their own career path, encouraging networking them with one another and creating a vanguard of leaders on diversity and equity in deeper learning. I am convinced investing in people will help the state achieve a tipping point for better student outcomes. That’s why we invested in California EPFP, and, as a former fellow in the DC program, I’m doubly glad to be able to help with it. California is a bellwether state in many ways, so we wanted to make sure it has the support it needs to help future leaders develop and maintain progress in education policy.

Cross-Boundary Leadership and Challenges

I am a great believer in interdisciplinary perspectives and partnerships. Personally, I have moved from jobs working on workforce reform in healthcare to interdisciplinary grant-making, to connecting health care associations with education associations, to educator PD, to policy reform. I have been fortunate to tap into the rich and varied experiences that my bosses and institutions have provided me over the course of my career. For example, at IEL we brought together leading professional associations to get experts to see education as a health issue and, in turn, health as an education issue. I am super-committed to the idea that many of our nation’s market failures are partly a result of the phenomenon that one discipline alone cannot solve its own problems, cannot effectively see the whole student or citizen from just its own vantage point. So it really helps to bring together other sectors.

I regularly reference Bud Hodgkinson’s report ‘All One System’ and his philosophy that the child or community should be at the center of what we are doing. We have many layers of governance and services but they’re all accessed by the same citizen. In cross-sector work it helps to think about the learner first, not how to design the system for the adults working in it but for the students learning in it. How can we couple thinking through the various important outcomes in people’s lives without fragmenting their experiences; how can we think of them as a single client that everyone’s working for together? To approach policy development from this point of view, to think about a whole child and their whole needs, we need to consider cross-boundary leadership across all the different sectors.

In my experience, one challenge in leading across boundaries is ‘street cred.’ You need to prove you understand other sectors’ guardrails and North Stars. To some extent, you want to embrace being a generalist and get enough information and allies to be at least marginally credible within the sectors you are trying to unite.

You sometimes also have to overcome entrenched ways of thinking. If folks don’t understand how they could work together in new ways, old patterns can be pretty important barriers. Fortunately, foundations have catalytic money to think about getting around those barriers—such as funding the research necessary to clarify questions or document impact, or supporting a new staffer with cross-sector experience to foster new  discussions. And, even more importantly, we are blessed with enormous convening capacity to bring people to the table to listen, learn, and start to act. I have found that people really trust foundations to bring them to a conversation that is potentially interesting to them.

Leadership Lessons Learned

My number one leadership lesson is that you can make a difference and effect institutional and sectoral change even if you are not in the top position. No matter where you are, lead! Engage the emerging leaders who are coming up behind you and engage the established leaders above you so that you can lead from the middle. And then, if you do eventually get that top spot, you will remember how much work gets done in the middle. There’s often a difference, especially in the policy sphere, between the formal authority of the elected or appointed head and actual, transformational leadership. It’s important to work with the tools that you have and act in the position you’re in now.

My second lesson is that leaders react to big ideas. They of course have a track record of being competent on disciplinary issues and successful in project management, and have duly worked their way up to become masters of that sector domain, but often they really distinguish themselves and get to where they are by being able to recognize a powerful idea. Ideas give them great rhetorical and institutional room to act and provide a calling card to work across silos both inside their organizations and outside. So, another lesson is that you, yourself, are probably working on something really urgent and important to you that connects to a big idea. Don’t just approach leaders on the terms of policy minutiae or the near-term change metrics—surface that big idea and wield it, because leaders will respond.

EPFP Experience and Value

I was the first IEL staff member to go through EPFP. Mike Usdan and Betty Hale, who led IEL into the position of being such a strong capacity-development institution, made a decision during my tenure to also invest in the leadership development of our own staff. This is more unusual than you might think. So often, organizations do not internally do well what they successfully do externally for a living. How many teaching institutions are good at learning, for example? So, I really benefitted from IEL living its mission both inside and outside.

Through the EPFP experience I learned the power of networking. The Internet is an amazing tool, but it’s not as good as your phone. The importance of knowing people who know what, where, and when something is happening is a huge EPFP lesson that has improved my entire career. Having a networking lens allows you to get good information from people in the know and enables you to tap into the wisdom of the group to make everything better, from design to execution. EPFP also helped me cement an understanding of the vital federal role—and of federal/state relations—in policy. I’ve never been an elected official, or worked for one, but looking from the outside at policy, I believe in its power for good and that was reinforced by the technical, contextual, and networking experience provided to me by EPFP.

I have always tried to take advantage of continuous learning opportunities in my own career. EPFP is about expanding your horizons, meeting new people, and learning new ideas. The fellowship is something you take concentrated time to do in the middle of your career, but making time for that work shouldn’t be something you do just in the year of your fellowship. You won’t always have access to that kind of formal group support for learning; but, if you take those lessons to heart, you can make your career into your own ongoing ‘fellowship program.’

I’ve always viewed EPFP as an equity and diversity program. My colleagues at IEL always spoke of EPFP as helping to address the fact that, when it first began, we were seeing a nascent demographic shift in the country, but educational leadership didn’t look like the new face of America. There was opportunity and need for women and people of color in policy and leadership positions and for people with real local experience in the states and districts to get national experience and vice versa. Today, here at Hewlett, we’ve invested in re-launching California EPFP because we need diverse leaders more than ever. We urgently need people who understand the dynamic between the federal government and the states, especially with ESSA swinging the pendulum back out of the Beltway, along with all the issues related to that shift. So, this whole notion of getting together diverse leaders and arming them with a strong network and the new tools they need to take a multi-level perspective seems as live a proposition in today’s rapidly shifting environment as it was when the program was founded.


Tags:  alumni  policy 

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Cross-Boundary Leader: Maurice Sykes

Posted By Jennifer Masutani, Monday, November 24, 2014
Cross-Boundary Leader: Maurice Sykes

(EPFP '78-79)

 

Maurice Sykes is an Education Policy Fellowship (EPFP ’78-79) Alum and Director of the Early Childhood Leadership Institute at the University of the District of Columbia. His book, Doing the Right Thing for Children: Eight Qualities of Leadership, was recently published by Redleaf Press. In his book, he shares stories of his leadership journey sprinkled with personal anecdotes that reflect the challenges and opportunities that he has experienced throughout his professional career. He has organized the book around his prescription for leadership success based on his eight core leadership values: Human Potential, Knowledge, Social Justice, Competence, Fun and Enjoyment, Personal Renewal, Perseverance, and Courage. We asked him about his leadership lessons.

Cross-boundary leadership

Being a well-developed Myers-Briggs extrovert, quite naturally I draw my energy and inspiration from the external world.  I have always possessed a collaborative spirit and I have always believed that the business of education is everybody's business.  Therefore, I operate in multiple spheres of influence within and outside of the educational arena.

 

I view myself as an urban educator whose specialty is early childhood education.  However, my book is aimed at developing cross-boundary, early childhood leaders who view their work as a building block for school readiness, K-12 school reform, workforce development/college readiness and the overall improvement of community economic development.  While situated in the early childhood space, my book is about enrolling the right people and fostering collaboration across organizational boundaries to promote social justice and equality of opportunity for children from under-resourced communities. It is intended to create a compelling context for doing the right thing for children.

Challenge

Some things just come with the territory and challenges and opportunities are a part of the leadership experience.  Some of the challenges are from external forces, some are from internal forces and some of the challenges are self-generated.  In all three instances, the leader must first assess where the challenges and opportunities are coming from and what are the most appropriate set of remedies/responses to "fix" the situation.  The least productive response is to seek to find the "culprit" by blaming everyone except yourself. It has been my experience that when challenges arise it is time to bring vision, voice and visibility to the situation.  This is where you apply your knowledge of you your craft, knowledge of yourself and knowledge of others to the situation.  It is the interaction and the interdependence of these threes spheres of knowledge that enables leaders to overcome challenges and exploit opportunities.


“EPFP was the most powerful professional development I had in my career, in large part due to a meticulous way EPFP created a set of developmental experiences that took people out of their comfort zone and exposed them to different perspectives. EPFP was transformational for me due to people we interacted with. We were taught networking as a science, how to cast and refurbish the net; how to understand networking and self on a deeper level. We had a broad range of opportunities and developmental experiences and interacted with cutting edge thinkers. EPFP was enlightening and transformative.”

 

Lessons Learned

The biggest lesson that I have learned is that sometimes you have to slow down in order to speed up change that is enduring and transformational.  There are two core leadership lessons that emerge from my book:

First, leaders need to be in constant conversation with themselves and their practice. What gets in the way is our biggest blind spot – absence of self-knowledge. Leaders must challenge their own thinking. A strong leader knows him or her self and has the interpersonal power to enter a room and engage in a dialogue with others in a strategic, authentic and purposeful manner.

Second, courageous acts are not always great, but they are courageous nonetheless. For example, it takes courage to confront one's self and others in order to continuously advocate for children.  The quality of a great leader should be measured as much by his or her detractors as it is measured by his or her supporters. I am always somewhat skeptical about leaders who everyone likes. People might not always like your decisions, but if you are guided by your core values you will always do what is in the best interest of children. 

 

Tags:  alumni  leadership  washington dc 

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