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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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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: 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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