On the Same Page

The University of Chicago Laboratory Schools

On the Same Page

On the Same Page: Toward a Shared Vision—Part 4

March 1, 2005
David W. Magill, Director

Creating and maintaining a school culture and climate in which character and leadership are promoted is the fourth vision statement in our shared vision. Previously, I have written about character and this month will limit my remarks to leadership.

My bookshelves are filled with books about this topic. They are not restricted to school leadership, although much of my graduate study and most of my career has been devoted to that. The most recent addition to this collection is The Eighth Habit by Steven Covey. Most of Covey's work is easily understood and, I believe, makes a good case for what schools should be doing to help develop the potential of our young people.

The "eighth habit" refers to developing a sense of self and helping others to do the same. Covey refers to it as "finding our voice and inspiring others to find theirs." Others can debate this philosophical opinion, but I believe that this habit raises the strong possibility that adults do have a profound influence in raising the leadership potential in every child.

My point of view is through the eyes of an experienced pragmatist. What I see is children looking up to people who are strong in character, who act with purpose. Children seem to admire those who are comfortable in their roles, and, most importantly, who respond well to encouragement, challenges, and praise for demonstrating independence. In other words, just as we can create the conditions in which children can learn to read, write, and compute, we can also create a climate in which they realize their significance. It is this realization of significance that I believe is at the heart of leadership.

Note that I purposely did not use the term "self-esteem." In some schools and educational circles, there has been a misplaced emphasis on feeling good about oneself rather than helping children know themselves and how they can best develop productive relationships with others. Under the guise of self-esteem, schools and other well-intentioned individuals and organizations have misled many. Too many children and their parents have been set up for rude awakenings upon leaving the security of idyllic but very temporary surroundings.

At the Laboratory Schools, I can point to examples in which leadership is cultivated in each of our divisions. From the constructivist and age-appropriate activities in our Nursery division to May Projects and Model UN activities in the High School, students are given the chance to realize their significance. One particular example is occurring as I write this.

On the day following our winter holidays, two third-grade students, Eleanor and Marissa, arrived at school early in order to speak with their principal about a desire to assist with the Tsunami relief efforts. In the best of Lab's traditions, Ms. Biggs encouraged these enthusiastic girls to develop their plans more fully and promised to help them navigate through whatever red tape was encountered. She asked them to participate with students from the Middle School and High School as ideas were being developed. They had the chance to meet with me to discuss where fundraising proceeds would be sent. They set a goal, and on Friday afternoons the girls meet in Ms. Biggs' office with classmates to count the donations from the big water jugs placed in Blaine Lobby. Even t-shirts have been distributed with a picture of the earthquake's epicenter and imprinted with Blaine Kids That Care. By the end of the winter quarter, I feel certain that their goal of collecting $3,000 will have been reached.

As the Laboratory Schools continue to evolve, we must capitalize on the many moments when children are finding their voice. They occur daily and at every level. Spontaneity has its role in fostering a culture and climate of leadership, but we should also be considering age-appropriate and planned activities in which it is both modeled and taught. There are schools, both private and public, that take pride in their stand-alone leadership development programs. We should examine what works for them and reflect upon how the best of these programs could supplement and enhance what we already do.

By providing the student with the instruments of self-direction, we produce the deepest and best guarantee of a larger society which is worthy, lovely, and harmonious. —John Dewey

David W. Magill
Director

Acting upon the core of our mission statement and remaining an "experience centered, rigorous, and well-rounded education for a diverse community"

Having high expectations for student achievement

Placing high value on our partnership with parents and the community by providing extended-day and year-round programs

Creating and maintaining a school culture and climate in which character and leadership are promoted

Identifying, hiring, and retaining quality faculty and staff

Being introspective and continually seeking improvement