Self-Care for Leaders

Kristi Wilson’s President's Corner column (“Embracing Hope and Self-Care”) in the August issue was the best I’ve read in a long time.

I, too, really like Jon Meacham's book, Listening to Leaders, and podcasts as well as his historical perspectives that I hear on Morning Joe from time to time. It is great for superintendents to have Wilson’s elevated thinking and references during these really tough times.  

I am a major proponent of looking out for the emotional well-being of staff and leading with, in Wilson’s words, "empathy, humility and grace" (and I’d add courage). 

Finally, her points about self-care, hope and balance were spot on and truly inspiring and invigorating.


Educating for Democracy

I cannot adequately express my gratitude to AASA and School Administrator for the September 2020 issue on “Educating for Democracy.” This issue takes us through a riveting and compelling tour of the inextricable links between what is “public” about our public schools and when they are not about democracy, they cease to be public.

Erica R. Hodgin, Joseph Kahne and John S. Rogers anchored this issue by observing “while school leaders’ and districts’ mission statements frequently refer to preparing all students to be thoughtful citizens, few school systems make a systemic commitment. Districts rarely ensure all students are exposed to the full range of civic learning and skills for informed participation in civic and political life  … schools cannot sit on the sidelines.” This brought to mind a warning delivered by former Supreme Court Justice Sandra Day O’Connor during the 1995 American bicentennial celebration in Philadelphia: “We pay a price when we deprive children of the exposure to the values, principles and education they need to make them good citizens.”  

After reading current books such as Twilight of Democracy:  The Seductive Lure of Authoritarianism by Anne Applebaum and How Democracies Die by Steven Levitsky and Daniel Ziblatt, I appreciate the masterful synthesis of what the September issue did to give a ray of hope, and professional affirmation whether the One Nation, One Community curriculum detailed by superintendent Shelley Berman; the student registration and voting initiative presented by Jonathan B. Permar;  the model of democratizing the community with students at the center by Carl D. Glickman and Ian M. Mette; and the five rules of engagement and civic discourse offered by Jason S. Glass. 

Then there was the profile of superintendent Susan Enfield tying the threads of the democratic mosaic by reminding us that this work is not about projects and standardized testing but built on school and community relationships. This is the road map that challenges us all. To the extent there is a gap between democracy building and public education, there is no common school.

The stories in this edition need to be in the hands of not only school administrators but also teachers, parents, business leaders and especially policymakers who are prone to top-down mandates with no bottom-up involvement. Because you are involved and because you care and because this is what we all have committed so much of our life to, we all know this is a time of testing for American democracy, community and freedom.  And this test is not in passing the state competency tests or the Stanford 9 or the Iowa Test of Basic Skills – it’s a real-life test in regards to how responsive we can make the communities and public schools of our land to the needs of all our children, but particularly those who come from the most difficult circumstances and attend the difficult schools.  

Also, it is a test about whether we can make the necessary changes to address institutional racism, social justice, school segregation, funding disparities, policing in our schools, and internet divides, and to listen to those students of all races who are using protest to create a “more [perfect union.”  Unequal educational opportunities lead to unequal power and influence in the democratic process.  In essence, a two-tier education process, one for more affluent and the other for poor and disadvantaged children leads ultimately to a two-tier democracy — one for the powerful and the other for the powerless. It need not be that way.

But this ultimately is a time of testing of our own spirits. How are we going to live with each other in this country, and with neighboring countries and citizens from around the  world, and what kinds of contributions are we going to make in the communities and schools of our land to ensure that every child has a future, not based on who their parents are or where they live, but based on the premise that providing citizenship skills beginning in the early years for all children is the right and moral thing to do.

In all cases, public education is the linchpin — the critical key in building community and reimaging not only for us adults but for our young people as well what can be.  Through the lens of inclusion, diversity, integration, tolerance, civility, voice — after thoroughly devouring  this edition a number of times and reflecting on how much harder the work is today than during the years I was in local education, it suddenly dawned on me that the guardrails are the students who are currently in our public schools and colleges. This then is a moment in time — a short moment of time to transform our factory model schools into ones that systemically promote democracy and the whole child, before the comforting chorus of getting back to the old normal gets too loud and powerful.  As Frederick Douglas so eloquently said, “Some know the value of education by having it. I know its value by not having it.”

I write this letter in memory of friend Gary Marx, former AASA associate executive director of communication, an unyielding defender of public education, democracy and superintendents.

ARNOLD F. FEGE
PRESIDENT, 
PUBLIC ADVOCACY FOR KIDS,
WASHINGTON, D.C.

Exemplary Visibility 
Erich May’s article “Peering through the Windows” (August 2020) hit the nail on the head for me as I start my 34th year in education and as our district continues to deal with a pandemic.

I contacted the author to let him know it was refreshing to see the leadership he is exhibiting during these unknown times. Colleagues throughout our nation need words of encouragement, cheerleaders and confidants during these tough times. 

May’s example of leading through his visibility in classrooms and school hallways will serve us well during a school year that undoubtedly will test our resolve and fortitude. Empowered campus leadership will be the most important factor for us all during this challenging year. In Texas alone, more than 5.3 million students are counting on us!

 The Brookville Area School District in Pennsylvania that May leads has about 1,500 students compared to roughly 700 in Moody, a small rural district in Texas. We use the term “witnessing the struggle” in our district to exemplify the same principles of leadership as his slogan about “peering through the window.”  We do our best to model what we expect of our students and ourselves. 
 
GARY MARTEL
SUPERINTENDENT,
MOODY INDEPENDENT SCHOOL DISTRICT,
MOODY, TEX.