leadership

On Leadership Through Teaching Others To Lead

by Jose Vilson on February 21, 2013

Denzel Washington as Malcolm X

Denzel Washington as Malcolm X

Every year, the memory of this day usually sucks.

The night before I went to Raleigh, North Carolina (for a Center for Teaching Quality board meeting), I went to my barbershop, where the guys played Malcolm X (the Spike Lee joint). I watch this movie almost annually, just to remind myself of the way this country still throws around the idea of an American dream, but always conveniently bury dissenters either physically or out of the zeitgeist in short order. The more promising the revolution, the quicker the silencing takes place.

Fast forward to today, where the definition of leadership in racially-marginalized communities have been diluted to a few pillars: MLK, Rosa, and Malcolm X. We can throw in Cesar Chavez for good measure, but the conversation doesn’t go too far from that. While many people yearn for those men as their leaders, their perception of what it takes to lead a people comes from a contrived martyrdom or, worse still, a legion of people who pick apart elements from men from the past and try to “update” the style in present-day form.

In other words, we got lots of copies, each of them charismatic as the next, but with little to no substance.

Except for the occasional Van Jones or NAACP President Ben Jealous, what we deem as black leadership may have the look of advocacy and critical thought, yet it lacks the people’s edge. Eddie S. Glaude explains:

All too often what stands in for the black intellectual these days are folks who can spin a phrase and offer a soundbite. The idea of the intellectual who reads widely and deeply and who critically engages the complexity of our times has been supplanted by the fast-talking “black Ph.D. pundit” who strives to be on CNN, Fox or MSNBC. This same pundit has found new career opportunities within universities and colleges by thinking about black people in ways that conform to the current liberal consensus about racial matters.

Ah. Well, as often as people get mesmerized by the speeches and pizzazz, they often allow these people to hurt our communities’ voice in the name of getting on mainstream media. Instead, I prefer we look at our leaders’ best asset: the ability to stand next to the next man and teach him how to lead as well, inspire them to be their better selves.

Malcolm did that. I’m usually not one to write on someone’s passing day, but I just had to put that out there.

Jose, by any means necessary …

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Short Notes: We Are Powerful Beyond Measure

by Jose Vilson on December 9, 2012

Michael Jackson asks Manny Pacquiao If He’s OK

A few notes:

Quotable:

“Our deepest fear is not that we are inadequate. Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us.’ We ask ourselves, Who am I to be brilliant, gorgeous, talented, and fabulous? Actually, who are you not to be? You are a child of God. Your playing small does not serve the world. There’s nothing enlightened about shrinking so that other people won’t feel insecure around you. We are all meant to shine, as children do. We were born to make manifest the glory of God that is within us. It’s not just in some of us; it’s in everyone and as we let our own light shine, we unconsciously give others permission to do the same. As we are liberated from our own fear, our presence automatically liberates others.” – Marianne Williamson

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Teach Others How To Lead, And Other Tips [Edutopia]

by Jose Vilson on November 8, 2012

Barack Obama Makes Calls

An excerpt from my latest Edutopia article:

Do: Teach Others How to Lead

Everyone has expertise in some way, shape or form. Some teachers have great organizing skills (who doesn’t need this?!). Others understand how to put together curriculum materials. Still others have mastered building great teacher-student relationships. Rather than focus on deficiencies, we can play to our colleagues’ strengths and ask them to lead a meeting or workshop on that specific talent. Also, we as teacher leaders can sit there and acquire the skill from that person and make it part of our arsenal. I haven’t met a teacher yet who didn’t share 85% of his or her secrets, especially if it’s to the benefit of the school.

Read it in its entirety at Edutopia. Comment. Share. Like. Recommend. Thank you!

Mr. Vilson, who loves this practitioner swag …

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I'm Wherever Franklin Sits

Last night, I got into it with a few, well-established individuals of color over their union bashing. I’ll stop it there because every time I hear it from people of color, I often lay up a “whatthefuckisthisshit?” and then zip my mouth henceforth. The first time I saw it this summer, it came from a guy who I thought I would respect. Then, he implicitly had to bring the stereotypical “bad teacher,” who went by union rules (whatever that means) and didn’t cooperate with what he wanted to do. I wanted to say to him and the individuals in our community who joined “the other team” that, without unions, you wouldn’t have your precious book appearances, perch positions, or appearances on CNN.

One of the points I made recently in my post-SOS March was this:

I genuinely believe that there are 95% of us who actually believe in the cause. This 95% will move the objectives of the SOS and will do everything in their power to do what’s right for our students. The other 5%, the ones that can really do some damage, fall into a few categories, but it’s often a strand of selfishness that pervades their thinking. For instance, they might say they’re for a particular group being represented in this space, but only if they’re leading it. If they’re not leading it, then that group was never represented. Any new initiative makes it super-easy for someone to see things as a movement for self. That’s why we need to see things for the bigger picture, and the bigger picture doesn’t always have you in front.

As we turn our thoughts to making true progress, we have to consider the means and end by which we achieve this “win” of ours. I mean that for leaders of all backgrounds and colors, by the way. I’m of the belief that “wins” that matter don’t just belong to one person, but to a collective. As such, the collective would do well to include as many people of like mind as possible into their ranks. It’s as if people want to replicate the very power structure they purport to oppress them.

Is the movement about the people or about you as the leader of the people?

Thus, I find myself occupying this third rail where I want to do well by the proletariat, but not by emulating the very people who brought us here to begin with. I prefer to find ways to be ahead of the curve and be proactive, and not simply react to everything with a point-by-point retort. The latter suggests that we’ll always react and not get ahead of whatever corporatist / deformist movement we protest. Further, we need to take the long and wide view on the things we do if we even have a shot to make critical change.

People wonder how we become leaders. A big part of that is the simplest thing you can do: make sure that what you’re doing as a leader is selfless. It’s about the people. Even if you’re by yourself saying this, people understand your work as representative of the people, and that the work becomes so much bigger than you. If you’re bigger than your work, then maybe you should check behind you to see who’s actually following.

Jose, who prays that peoples’ pain be champagne …

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A Cautionary Note To Burgeoning Teacher Leaders [The Eagle vs The Hummingbird]

June 23, 2011 Mr. Vilson

Dear burgeoning teacher leader, Congratulations. You’ve been chosen / selected / promoted to a position of leadership in your school. Whether you’re an instructional coach, an assistant principal, or a lead teacher, your achievements up to this point merit applause. I hope that the benefits and challenges of the position you’re about to undertake in [...]

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Voices of Concerned Educators: The Twilight Zone and How Affluence Perpetuates the Achievement Gap [C. Marquez]

March 24, 2010 Jose

“You’re traveling through another dimension, a dimension not only of sight and sound, but of mind. A journey into a wondrous land whose boundaries are that of imagination. That’s the sign post up ahead, your next stop…The Twilight Zone!” ~Rod Serling As an elementary school administrator, I currently work in the Twilight Zone. This environment [...]

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Don’t Only Talk Like It, Walk Like It

September 3, 2009 Jose

I‘ve just started reading a couple of books quasi-simultaneously: Pedagogy of the Oppressed by Paulo Freire and The Speed of Trust by Stephen M. R. Covey. While both seem a little incongruous, both served points about leadership we often lose in the midst of ego-lifting and pontificating. The trust of the people in the leaders [...]

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Just A Quick Thought About School Leadership

July 13, 2009 Jose

A few things come to mind when I’m asked about school leadership. I’d be remiss if I didn’t mention some of the school schemas I’ve already been a part of and I’ve witnessed in other schools. In all instances, the critical component wasn’t how much money the above department had allocated to the school’s funds [...]

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Don’t Ask Why Not, But How It’s Getting Done

May 25, 2009 Jose

Sometime after I saw the movie Star Trek, my girlfriend and I sat in a diner and chit-chatted about education as usual, when the issue of “getting things done” came up. Of course, there’s now a million GTD and DIY-themed sites out there, helping you get from point A to point B for anything, thus [...]

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From a Teacher to an Educational Leader

November 18, 2008 Jose

Luz loved writing about education so much, she decided to give us another nugget of wisdom. Once again, Luz … The transition began four years when I saw the chaos that was around me in the school I had been working in for six years. Even though it wasn’t always the perfect setting, there was [...]

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