Saturday, January 22, 2011

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 CafĂ©” 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.

No comments:

Post a Comment