Endless Questions

As the end of another quarter draws close, I have been reflecting on the quick passage of time. It’s hard to believe there is only one more quarter of class while we embark on the journey of dissertation writing. This week was particularly stressful at work because I was working to wrap up assignments for the quarter, planning with my advisor, and conceptualizing the writing-heavy projects I have taken on at work (in addition to school)… needless to say, it’s been busy and I’ve had a few moments wherein I felt a sense of “drowning”. This feeling of being overwhelmed made me wonder: what am I getting out of all this hectic-ness and stress? And beyond that, how do I gain perspective on my own challenges and put them to useful practice in leading within my workplace?

This week was not only stressful for me, but I sensed that my colleagues were also feeling more pressure than usual. Perhaps our mental models shift when the world is in chaos, we are concerned for our fellow global-citizens across the Pacific, awaiting imminent tsunami’s on our own shores (could media be any more dramatic???), receiving/witnessing pink slips, hearing about potential changes in staffing and/or leadership, enduring budget crises, and endless other concerns. Are we just bombarded with too many pieces of information to possibly maintain a sense of normalcy? How do I go about my business, convincing students to pursue their education at my institution, when I know people are experiencing devastation across a body of water? Those, and other thoughts, flew through my head today as I tour-guided a large group of students around campus in the sunshine… my goodness what a life I am blessed to have.

Back to my organization, I have been thinking about mental models and how easy it is to get “stuck” in one approach or way of doing things. What would happen if unions questioned protocol and thought of a new way of doing business? What if administrative decision-makers adjusted their strategy? Is it even possible to find common ground, or are we destined to live in a world of discord? Is discord a good intellectual strategy for questioning, and should it, therefore, be embraced? My hunch is that discord in education in general, is more often a result of “more of the same” type of thinking as opposed to out-of-the-box innovative thinking.

This quarter has raised many questions for me, including, but not limited to:

What does it mean to be a leader?

How does one best approach leading a learning organization?

What theories of organizational development resonate with my schema and approach?

Can I maintain optimism in a field of frustration and challenge?

Am I meant to be a life-long educator????? (this might be the biggest question of all)… What happens if I decide at some point that I no longer want to be an educator?

I think I am over-thinking everything, and as I’ve said before, I feel that “questioning” increases with each course I take… the more I study, the less I know. I look back at my former certain-self and laugh at my naïveté – but I also long to have it back at time. The reality of being an educational leader is that I have to find a way to be optimistic and maintain high standards despite the dismal news around me; I need to believe in the cause of improving the lives of all students. Without that hope, what would I have? Perhaps the take-away is that if I ever lose the optimism or feel that I can no longer contribute positively to the field, it will be time for me to redirect my energies.

For now, I will keep on keepin’ on…

"Islands of Excellence in a Sea of Mediocrity"

Organizational communication has become of growing interest to me throughout the course of studying organizational development. In my group’s organizational observation I was able to see how communication in a business environment is both similar and dissimilar to the communication in my workplace. Misunderstandings can occur anywhere, but the repercussions can be largely different depending on where they take place. For example, miscommunication in a fitness center could potentially lead to a health risk, which seems quite serious. In education, miscommunication occurs frequently, and while such instances may not hold life or death consequences, the repercussions can lead to misguided students, injured relationships, ineffective organizational operation and a host of other issues.

At the Educating for Careers Conference in Sacramento last week, I met with a representative from the California Department of Education (C.D.E.) and he mentioned the phenomenon of “nestled hierarchies”. This notion led me to ponder more about systems thinking and how it impacts the functioning of both my organization and the organization I observed. I wonder how people gain an understanding of the hierarchy within their organization and whether or not it exists beyond their personal interpretation, or if perhaps interpretation trumps any organization chart provided by a human resources department? In my group’s observation, the manager of the business expressed that he quickly progressed from a front-desk part-time employee to a supervisory and management position. Was it his take-charge attitude that put him there or was it a need for some leadership during reorganization? This causes me to connect to my own department to think about how responsibilities were identified and distributed when my program was developed. Do the founders of organizations believe the hierarchies they put into place are sustainable?

When I think back to K-12 teaching, I remember how within the school culture (at every school in which I subbed or taught in three separate counties), everyone knew that the administrative assistants ran the school. Now, in a org chart, the administrators would be seen as the “highest” ranking employee, but when it came to power, that person had it merely in name and not in effect. At the conference I attended, there were presenters touted as experts who communicated very little of value on their topic and I walked away, scratching my head, wondering who really does their job? It seems that the high-in-title folks get the perks of professional development while the powerful forces of the organization are left behind to actually keep the business running. In the organization my group observed, it is the lowest-ranked employees who are in charge of opening the business every day – that is a huge responsibility, right?!

Mental models and common perceptions, as misguided as they may be, seem to be a trend that prevents organizations from growing. In my blog for my other course, I quoted the same C.D.E representative for the phrase “islands of excellence in a sea of mediocrity.” In context, this is to suggest that small-scale efforts get lost in the larger picture of public education. I agreed with the quote and would dare to assert that a large reason for this mediocrity is the inability to see beyond perceived lines of power. I think there are people who actually got into this business for power and money – clearly, they didn’t do their research as there is little of both in education… ooh… could that be why unions are so desperate to maintain power – could it be a futile attempt to grasp at straws of mediocrity for fear of trying something new that might actually lead to excellence and equity in education? Alas, I am always left with more questions that answers…

How Do You See Values?

This week I was taken down by the nasty cold/flu and was forced to take almost two days off of work – something I NEVER do… it got me thinking about why I worry so much about calling in sick when I have a fever and know I shouldn’t be at work potentially infecting others. What makes me feel others should take the time off, but I should rally and show up even though I need to rest and won’t be productive if I do go? What makes other employees “fake” calling in sick all the time with no sense of guilt? Is it my work ethic? Catholic upbringing? Need to feel needed? It all seems so ridiculous…

I wonder if workers (perhaps myself included) want so desperately to feel important in their job that they convince themselves the world will fall apart if they aren’t there? I notice it’s hard for me to take time off work, and when I do, I have to force myself not to check my email incessantly. But seriously, what crisis (related to my job) could possibly happen on a Saturday night that couldn’t wait until Monday to be resolved? I think perhaps it’s my OCD… I hate having emails in my inbox, things on my to-do list, or anyone waiting for me to figure something out. I want tasks completed, goals accomplished, my plate clean…. Not that those goals are realistic or even desirable. After all, with nothing left to complete, how would I remain gainfully employed? Emails are communication, that won’t end because as soon as I finish one job, another one will arise; that’s the nature of work, right? So how does one, as an educational leader, discern between a person who works hard and person who hardly works until they truly see that person in action over time? I believe that I am trustworthy to do my best, but do I just assume that others are as well? 

In processing my notes, observations, and synthesis of my organizational visit, I have been thinking about what the operations manager discussed in his description of hiring new personnel. He said that he and his colleague (another manger) have become better at identifying competent people over time and that there is less turnover as a result. Last year I attended a Leadership Institute where Dr. Dave Logan (co-author of Tribal Leadership) was the keynote speaker. He instructed us to hire for values and train for skills; he stated that everyone can be trained, but if a person does not possess values in-line with the organization, they will not reach their potential to contribute to the greater good. I believe I am a fairly good judge of character, but how can I be certain a person’s goals are in line with my department's/organization's goals? Is it just about following your gut and/or having faith?

While I believe I am learning a great deal about leadership, I have a feeling that only time will help me to develop the keen awareness to judge potential employees; in the meantime, I think there will be trial and error from which I will need to learn.

Second Organizational Observation

My classmates and I conducted our second observation yesterday and interviewed the manager of the organization. He generously gave of his time to sit with us and discuss a variety of topics. Knowing that he was apprehensive at first about us visiting at all, we met ahead of the observation time to strategize. As a group, we determined it was important to continue building rapport to put the manager at ease and open the door for more in depth questions.

We opened our visit by thanking the manager for arranging our last visitation time and tour. We also expressed how impressed we were with the business and the friendliness of the staff. It seemed that once we explained our intention – aspiring educational leaders hoping to glean important lessons from business – the manager relaxed and opened up quite readily. He shared his own journey to becoming a full-time employee with the fitness club and how he moved up into a management position in a fairly short amount of time.

Beyond learning about the manager’s experience, we were able to delve deeper into the culture of the organization, changes that have taken place within the ownership and structure over the years, as well as the vision/motto of the organization at this time. One key finding, which we had sensed as observers, is that the organization aims to distinguish itself from its competitors by offering a warm environment that is not present at other similar organizations. While we did not learn of many “ceremonies” per se, we did hear about a fund-raising event that the organization sponsors each year. We also learned about the ways in which new employees are brought into the fold of the business.

As I have begun outlining my observation notes to compare and contrast what I have seen with what I know in my own organization, I have identified far more similarities than I anticipated finding. First, I have found a strong connection between our missions to improve the lives of those we serve. Second, I see how personnel structures are closely aligned between the organizations. Finally, I identified a trend in both organizations to counsel the “customer” to see the benefits available, and, in a sense, to “sell” our services in a similar manner.

I realize that it will take time to reflect on this last interview/observation and draw more comparisons with my own organization. For now, I am intrigued by the opportunity to further examine the system of which I am a part by taking an outsider’s perspective.

Parallel Force Fields and Other Observations

It has been interesting to begin processing my impressions of the organization my group observed last week; sharing information with the class and receiving feedback helped me develop connections that I had not initially seen. I tried to approach the visit with an open mind, a blank slate, but clearly, that was impossible, because we all have preconceived notions. Evaluating my biases/filters, I realized that I have had many personal experiences within the fitness industry, and I cling to certain perceptions/memories. In trying to disconnect from this biases, I wrote down notes of what I saw and heard in an attempt to be objective; however, I also realized that feelings are an observation as well, and try as I might to be a fly on the wall, my presence in the organization had an effect on the organization as well as my observation – that is undeniable.

I began thinking of my first impressions and drawing comparisons between my organization and the fitness club. I could see how the focus of both organizations is on client well-being and development. The fitness club focuses on peoples’ health and lifestyle and educational institutions often do the same, but through different approaches. Programs are a common theme between the organizations, along with an attempt to design something for everyone. Working in higher education, I believe postsecondary institutions were developed to provide many different options for students, and even within my department, that remains evident. At the fitness club, on a smaller scale, there is an attempt to meet the needs of clients of all ages, demographics, abilities, interests, etc.

One similarity between my organization and the fitness club was the mixed message provided by representatives. For example, our tour guide, a membership specialist, openly said she doesn’t work out; that seemed odd for someone who works in the fitness industry (although I did think about how many nurses and doctors can be seen smoking outside a hospital, so I suppose life is full of ironies). Reflecting on the observation, I was struck by my impression of a high-level administrator in my organization who recommends that students persist and complete their educational degrees/certificates, but this person never completed their dissertation and has been ABD for many years. I find it fascinating that people can advise others to do what they themselves are unwilling to do. It is the message parents often give their children: Do as I say, not as I do.

I consider myself a fairly perceptive person, and how an environment “feels” is very important to me. I was thoroughly impressed with the good-vibe, if you will, that I sensed in the fitness club. Similarly, I have a good-vibe feeling in my organization. There is a sense that people are available to help you, but that you are ultimately there by choice and must do-right by yourself because no one can do it for you. I think with fitness, both of the body and mind, that is particularly true. Educating people to live healthier lifestyles and/or to master skills for more productive and satisfying futures is quite thematic across the fitness and educational industries. The financial structures of the organizations may differ greatly, but I am sensing that the over-arching missions are more similar than I previously suspected.

Next Friday my group is revisiting the organization to interview the manager and learn more about the ins-and-outs of the business. I hope to ascertain more concrete examples of the culture and traditions that the fitness club maintains. I have a feeling that I will continue to expand my impressions of the club at the same time I begin to peel back the layers of my organization to reveal a deeper level of unexamined force fields (inspired by Wheatley, 2006).

Beginning the Observation Process

My classmates/group mates and I conducted our first organizational observation today. We visited a local business with which I was not previously familiar, and were able to tour the facility. Our ‘host’ was friendly, informative, and it was easy to get a sense from the employees that we encountered that it is a warm and positive work environment. My first impression “vibe”, if you will, was that it was a family-oriented business that seeks to meet the needs of its clients. I truly appreciated their openness to talking about their services/programs/business details. It will be interesting to compare today’s observations to my own organization. Fortunately, we have our next visit already set up and will be able to meet with a manager at that time. I have a feeling we’ll be able to ask some deeper questions about the guiding vision/missions/principles of the organization, and I look forward to learning more. It is a completely different perspective with which to enter an organization/business, and I think the sense of curiosity I have about organizational development and culture is something that will stick with me far beyond this assignment or course.

In reading about conflict identification and management I have realized how many different levels of conflict may exist in an organization and how conflict may be perceived and managed in different ways depending on individual personality styles. Constructive conflict can be incredibly useful in organizational growth, and in education, I believe conflict is inevitable. My personal struggles arise when colleagues do not seem to be able to manage the type of open, collaborative communication that would create useful management of conflict. I witness high-level administrators who shut down ideas put forth by subordinates, and I wonder if their fear of losing power drives them to belittle others and speak condescendingly. Reading through the various websites on conflict resolution, I found that a theme of power ran through many articles. I suppose my focus as an educator is on students, not on power, but perhaps others do not feel the same? Finally, I arrive at a place in which I remind myself that the decisions and actions of others are nothing I can control; to embody the teachings of William Glasser, I utilize “Choice Theory” and remember that I can only control myself and my own choices.

I imagine that in the relatively brief time my group and I will spend observing our designated business, we will not likely witness a plethora of conflict because, as “guests”, I think we will be sheltered from the inner workings and potential conflicts that naturally occur. I would guess that management consultants spend enough time within an organization to witness, and potentially be involved in, conflict within a workplace. One major difference, however, would be that the consultant was hired, and, therefore, is likely trusted to be engaged in constructive conflict. As a mere participant observer, I do not think I will be able to see how this particular organization handles conflict. I am curious if my meeting with the manager will lead to a discussion of policies and the opportunity to learn about how grievances and issues are slated to be managed… For the time being, I will continue to develop rapport and simply be open to the wealth of information I can glean from this experience.

Planning for Observation

This week I have spent a great deal of time thinking about how to approach an authentic observation of a business organization. When the assignment was first presented this quarter I dismissed it as being a manageable task; something that would likely prove interesting while fairly do-able. Now, in trying to secure a location and plan, I realize that this assignment is not as simple as I previously thought. Spending time developing questions in class, I realized that those we observe are likely to have their guard up due to uncertainty regarding our presence in their workplace. I have thought back to my counseling training as well as ethnographic research work and the understanding that mere physical presence impacts an environment. The observer effect may be significant in any situation, but I imagine in an un-invited situation such as that for the organizational development assignment, the effect could be further exaggerated. I also put myself in the shoes of the people with whom I have spoken and wondered how I would react if the tables were turned.

I have been under the impression that ED 401 was designed to teach educational leaders how to better lead in a business-like manner. Now I realize that isn’t the course objective at all; I believe the message is that all organizations are unique with regards to culture, goals and design, but all organizations can learn from observation of others. In my other class this week, a guest speaker mentioned a book (I can’t recall the title) about why schools should not follow the lead of non-educational businesses. He mentioned that schools have never been in as poor a predicament as many businesses have found themselves. However, I would argue that there may be benefit to the models of certain successful businesses.

In realizing that there might be much to learn from the organization my group plans to observe, I have become more concerned with developing the appropriate foundational questions to build rapport and trust such that we can achieve a deeper understanding of the culture and mission of the organization. I wonder how people become comfortable conducting similar observations in their daily job (i.e. consultants) when I think about how awkward it might to come in as the “outsider” with the goals of diagnosing the culture of an organization of which you are not a participant. I feel that it is natural to analyze my own organization, and easier still to use hindsight and dissect those in which I previously worked. It is not, in contrast, as easy to walk into a completely foreign organization and in a matter of a few short days create a thorough analysis. I suppose the goal is not to achieve a perfect picture, but rather to scratch the surface and learn more about all of the elements that collectively create the picture. Certainly, it is a relief that what I have read this week assured me that there is no “universally accepted method for doing an appreciative inquiry” (http://www.gervasebushe.ca/aiodj.htm).

While I am not clear about how to conduct the best observation, I am realizing that there are key elements if which to be aware. One article highlighted that organizational leaders must focus on “Giving people a common vision and strategy motivates people, because they are not working at cross purposes, and it avoids wasted effort. This may be the primary role of the organizational leader” (http://www.toolpack.com/a/ethics.html). Between the readings for both classes this quarter, I have come to find that my present and future roles as an educational leader will call upon me to lead through empowerment of others as well as by cultivating a vision and allowing others to be part of the creation, the greater purpose, and the collaboration necessary to create progress and change in our field. I will be curious to see what findings I may draw about the leadership role in the business I observe.

Utilizing a Balcony Perpective

As mentioned last week, my department had a planning meeting this week. I found myself engaged in the process of self-evaluation and logistical “business” while also taking a step out of the action to gain a ‘balcony’ perspective. When I started my work with Cal-PASS this year, I was asked to read an article, which summarized the idea “that leaders need to regularly ‘get up in the balcony’ and get a different perspective of everything that is going on. You also can see who is dancing well and who is struggling” (http://ezinearticles.com/?Leading-From-the-Balcony-to-Manage-Employees&id=4456853). As a classroom teacher, I felt that I was often in the balcony analyzing student performance and seeking methods to address concerns; however, being in the trenches of teaching, it was often hard to step out of the fray to evaluate when to intervene and when to let well enough alone (an important component of the balcony approach). I have a hunch I didn’t always intervene effectively…

As a new manager and educational leader, I see that my balcony perch is very different from what it was as a teacher. I know oversee colleagues who, in turn, oversee students. When think about how best to support employees, sometimes, it is by staying out of the dance so-to-speak; trusting that they will rise to the occasion to meet and exceed my expectations. When I was in charge of students’ education, I think I felt personally culpable for their successes and/or failures. Managing adults, who are working of their own free will (rather than legal requirements of attendance), it is easier to step back and watch them flourish. I was delighted this week to receive two phone calls praising my employees – there is no better reward than to know my colleagues are experiencing success and receiving well-deserved acknowledgement.
   
A classmate recently sent a link to a You Tube video about motivation (http://www.youtube.com/watch?v=u6XAPnuFjJc&feature=player_embedded). A highly captivating animated film, the message is clear; people want to feel part of something bigger than themselves – a higher purpose. I believe this is why many people, including me, became educators. What I think may be missing, however, is equal access to the “balcony”… let me clarify… I raised the question in another class this week about access to the “why” of the “what” we do.     

When I was a classroom teacher, a number of innovative strategies were implemented to improve teaching and learning, however the “why” behind the strategy was never discussed. My personal theory is that this lack of higher-level analysis led to a lack of buy-in, follow-through, and subsequent fade out of each new initiative that came along. Last week I mentioned the suggestions on “The World Café” website for asking powerful questions (http://www.theworldcafe.com/know-how.htm#context). I have a theory that if we, as leaders, ask the “powerful” question, we can encourage the discourse that will cover the “why” – without which, the “what” will never happen.
   
Planning meetings often translate into more items on my “to do” list, but invariably, my sense of commitment to the higher purpose has been reinforced by these meetings. Once my faith in the virtue of being an educator is renewed, I don’t mind the to-dos, and I feel as though I do have the power to influence the greater good. Perhaps I am disillusioned, but without that naivety, I am willing to assert, there would be no educators.

Organizational Diagnosis – Theories upon Theories

I felt a bit lost this week as I muddled through more ‘foundational’ reading as well as focused articles concerning appreciative inquiry, double-loop learning, T-Groups, and various other tools for organizational diagnosis and development. To be honest, much of the theories seem straight-forward and easy to understand, but perhaps more difficult to put into practice. I also had a recurring hunch that much of O.D. could be applied to student learning, and perhaps the reflective inquiries developed and promoted by theorists such as Lewin and Argyris should be expanded more within classroom development (http://www.infed.org/thinkers/et-lewin.htm & http://www.infed.org/thinkers/argyris.htm).

Bushe summarized:
     "Socio-rationalists argue that the theories we hold, our beliefs about social systems, have a powerful effect on the nature of social "reality". Not only do we see what we believe, but the very act of believing it creates it. From this point of view, the creation of new and evocative theories of groups, organizations, and societies, are a powerful way to aid in their change and development" (http://www.gervasebushe.ca/aiodj.htm).
Bushe’s assertion made me realize the value of evaluating theories to note which components remain relevant while dismissing those which may be outdated in today’s organizational systems. When I think about the structure of my work environment and how it contrasts with my school cohort environment, I realize that I do have different beliefs about the structures and “shared meanings” of each group. I definitely see the important role individual perceptions play within the whole group ‘reality’.

My colleagues and I have a planning meeting at the start of each semester. This meeting gives us a chance to reflect on where we’ve been, where we are presently, and where we’d like to go next. I believe my supervisor embodies humanistic/democratic values, which contribute to “trusting, authentic relationships [that]…develop among people and…result in increased interpersonal competence, intergroup cooperation, flexibility, and the like and should result in increases in organizational effectiveness. (Argyris, http://accel-team.com/human_relations/hrels_06i_argyris.html).

As a classroom teacher I felt that I existed on my own boat floating in an ocean of a school. Sometimes my boat would drift up to other boats (intentionally, out of necessity, or by choice), we would sail together in the same direction for awhile, perhaps landing at the same port for a shared learning experience, and sometimes we would bring back imported goods for students such as a new reading-across-the-curriculum program… The majority of the time, however, my boat drifted somewhat aimlessly.

In contrast, I feel that being in a different type of organization has afforded me perspective on O.D., and how O.D. can (and should) be applied within different educational organizations. I appreciate our “planning meetings” and am thinking of how I will build the agenda for this week such that we ask “powerful questions” of ourselves. One website I visited articulated what constitutes a powerful question:
    * Is simple and clear
    * Is thought provoking
    * Generates energy
    * Focuses inquiry
    * Surfaces assumptions
    * Opens new possibilities
    * Invites deeper reflection
    * Seeks what is useful
(http://www.theworldcafe.com/know-how.htm#context)
Asking these types of questions will (hopefully) foster continued growth and development within my organization.

As I ponder getting into the field to observe another organization, I see the ways in which “Adding hypercompetitive economic pressures to impatience, the lure of simplicity, fear, lack of skills, and a silo mentality, slams the door on any chance for Deep Organizational Diagnosis” (http://www.hrconsultant.com/aw/aw_ter_long_term_success.html). I wonder how for-profit organizations can find a way to productivity and profit through balanced O.D. and appreciative inquiry. I sense that a positive approach is always key to building on “what’s right” as opposed to the negativity with which many organizations are criticized. I look forward to taking the observer perspective and to comparing/contrasting how a different organization responds to inquiry processes.

Getting Past "No"

Another quarter, a shifted perspective, and always, new questions to ponder. As I began the foundational reading for the quarter, reading about various theorists such as Lewin, Schein, and Argyris, I found myself reading through a very critical lens. I reflected on my "old" approach to reading for courses: I would dutifully read, highlight and regurgitate, assuming that what I read was the "authority" on the subject at hand and need not be questioned... If nothing else, I now read through a lens of wariness... I wonder if the "authority" (noting, the word author pops out at me when I type authority) is truly that? Because after all, couldn't we all write something and claim to be an authority? That being said, I am admittedly not an authority on organization development; therefore, I will continue my reading and exploration of the topic and utilize my filters to sort out that which resonates with my schema.


The proposed topic for this week's blog, "getting past no", offered a unique filter through which to process my reading. I read about the Society for Organizational Learning, founded by Peter Senge at MIT, and appreciated the purpose statement to assist "institutions and communities such that we continue to increase our capacity to collectively realize our highest aspirations and productively resolve our differences" (http://www.solonline.org). That sounded like a good starting point for getting past no because how can we get past the negative resolve of "no" without resolving differences, right? Schein's work highlighted finding shared meaning and developing customs, symbols, and stories that guide the culture of an organization. This again brought about my sense that finding a commonality between all parts of an organization are necessary for productivity. Argyris' double-loop learning model allows organizations to get to the heart of underlying assumptions to determine their usefulness. Lewin's perspective highlighted the importance of the individuals within the larger organization, and as I often remind myself when working with students, it is important to remember the unique qualities of every individual when trying to generalize for a larger organization, as both are arguably important.


So, to get past no, is there a simple strategy or technique? Well, there is a book (or several...) on the topic, but is there one right answer and/or authority? I think it is a combination of what researchers, authors/authorities, and participants within organizations have sensed all along... I think the word "shared" is the critical link because it highlights the need to find a common ground, culture, meaning. Without that, there can be no progress. In my reading this week, I stumbled across this quote: “It is not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change” Charles Darwin (found on: http://www.culturestrategyfit.com/culture-strategy-fit-profile-survey). Being responsive to change means staying open to limitless possibilities and never giving up at "no". In education, I believe (especially after viewing "Race to Nowhere" yesterday) that we owe it to students to lead in a "yes" direction. We must work collaboratively to find a shared meaning through which we can change education to meet the needs of students in the 21st century. Of course, to lead with this mission at the heart of what I do, I have to learn more about developing and leading in a learning organization... looking forward to the important lessons to come this quarter.