September

Awakening the Leader Within

At 6:50 a.m. on a brisk, sunny September morning, Hannah Gardnerpulls into the middle school parking lot and parks her Ford SUVhybrid in the spot marked "Principal." She feels her heart jump withexcitement, as first-day-of-school memories flash through her mind.

She pulls out her briefcase from the back seat and gathers two vasesof fresh flowers and straightens her well-tailored navy blue suit. Asshe closes the car door, she catches sight of the first teacher rolling in.Looks like Ms. Joyner, thinks Hannah, raising her hand to say, "hi." Atthat moment Hannah's air of excitement turns to an unsettled feelingof doubt, questioning her own efficacy, despite the wave back from hermusic teacher. Taking a deep breath, Hannah ignores her opening dayjitters and heads toward the Main Office.

It is one hour and fifteen minutes prior to the start of school. Hannahinserts the office key to unlock the main doors. Darci, her main officesecretary, is not expected for another twenty minutes. Hannah finds hersecond key, and, as she opens the door to her private office, she takesa moment to gaze at her workplace. The room glows with the sun'srays on the attractive décor, accenting her well-organized bookshelves,pictures of former students, and other school memorabilia. She valuesthe transformation from the starkness of three weeks ago when she wasfirst hired and introduced to the sterile environment, compared to now,a warm inviting atmosphere.

Hannah sets her briefcase and the vases on her desk and sits down fora moment to contemplate. Appreciating the smell of the fresh flowers, awave of sweetness settles her. Start with what you know, as her thoughtswander back as to why she accepted this position in the first place. Sheopens her briefcase and reviews her to do list. "Let's see, review morningannouncements with the secretary, make sure all faculty have studenthandbooks, meet the buses at 8:30 a.m., and cabinet meeting with thesuperintendent at 10:30 a.m. Well, that should get me to the lunchhour," Hannah says out loud, laughing at her over-zealousness.

Hannah picks up one of the flowering vases and sets it on hersecretary's desk. Down the hall she hears Frank Amber, the belovedcustodian, known for his high ethics, whistling, "When the Saints GoMarching In," as he pushes his broom from side to side. The friendlytune draws her to the door and she greets the lean custodian with,"Nice music, Frank."

Dressed in a crisp white shirt, grey pants, and shined shoes, his eyessparkle as he nods to Hannah and continues whistling.

The serenity of the melodic sound is shattered when the main door isthrown open, slamming into the side of the building. Darci Caldwell,the principal's secretary and known for her curtness, mumbles toherself, complaining about the lines in the parking lot. "Who the heckchanged the parking spots? Mine isn't where it's supposed to be!"

As soon as Darci gets to her desk, the phone starts ringing. Grumblingto herself, she puts her designer bag down, pushes aside the flower vase,and grabs the phone, chipping a nail. "Summitville Middle School,good morning!" Darci barks, looking down at her French manicure."Yes, uh--huh, no. No, that's not the way things are done around here.There is no school lunch credit. Your child will have to go withoutlunch today. That's right!" she commands, as she hangs up the phone.

Overhearing her secretary's abrasive words, Hannah instantly knowsthat her day is not going to be driven only by her organized to do list.

2

McCloud Over Summitville

In her interview with the superintendent, Hannah has learnedthat Mr. Gerald McCloud has been superintendent for the SummitvilleCentral School District for the past 12 years. He had been a physicaleducation teacher, a winning coach, and a mainstay in Summitville,entwined in local politics for the last thirty-two years. It is commonlyknown that he and his board run the town. Although sometimes theiractions are less than admirable and can often be construed as downrighttrickery, few members of the town have ever confronted him andhis board in public.

When Hannah gets to the district office at 10:25 a.m., she passes byCoach Tom Riley dressed in his uniform of sweats, sneakers, and hisold lettered jacket rushing out of the superintendent's office. She findsMr. McCloud on the phone in an active conversation, twisting his highschool class ring on his finger.

A belly laugh cuts through the air. "Ha-ha, that's right, Judge.None of our buses can make it down your private road. Besides, Iwouldn't want to have any of our buses shot at, just in case you weredowning that imported liquor I got you last Christmas and thought itwas a big moose!" The belly laugh is echoed around the room.

The superintendent's hand, adorned by a gold watch, motionsHannah into the room. She looks around the superintendent'swooden conference table and sees the other principals and the businessadministrator already seated near their boss. Taking the last seat in theroom, she quickly surmises that she is late, even though she is on timefor the 10:30 a.m. meeting and learns her first unwritten rule: Get tothe meeting early to get a premier seat.

Once off the phone, the superintendent relaxes and says, "Gentlemen,oh, ah, excuse me, and lady, as you know, our newly-elected boardmet last night and gave me the following targets." He passes out thetwo-page document to each administrator. "We're all here today toimplement these goals, school by school. You know, guys, my evaluationis measured by reaching these goals—which, in reality, are the testscores." Looking directly at the business administrator he says, "Oh,and, may I add, how well we are able to keep taxes down." His raucouslaugh makes the table shake. "And, if my evaluation is measured bythe accomplishment of these district goals, guess how each of yourevaluations will be measured," he cajoles, as he leans back in his chairwith a big grin on his face.

Hannah freezes for a moment. She hadn't given any thought to aformal evaluation as an administrator. With her former principal, shewas evaluated as part of the administrative team, so the evaluationswere always in tandem, always involved open and honest conversation,and were never a surprise. She remembers the times as a teacher whenshe was evaluated. She still remembers the panic she felt whenever theadministrator came into her classroom, despite the fact that Hannahwas considered an excellent teacher. How is this superintendent goingto observe her? When will it happen? She quickly learns a second rule:Her evaluation will be based on someone else's agenda.

She regains focus when she overhears the superintendent state thatthe performance of the students in the middle school is this year'starget. "Of course," laughs the superintendent, "this has nothing todo with the fact that six of the seven board members have children orgrandchildren in grades 5-8!" as he shoots a penetrating look towardher.

Bob Walton, the heavy-set, seasoned high school principal, witha worn look on his lined face, addresses the statement. He looks atthe superintendent, and, with a frequent glance toward Hannah,says, "I find that each new class that comes into the high schoolseems to have more problems than the previous class: students areless disciplined, more selfish, more into their own social cliques, moredisrespectful of each other, and, of their teachers and adults. Theirlanguage and attitudes mirror their media viewing. These studentshave no appreciation of the free education that is being given to them.Their mobile devices are their lifeline; they are constantly texting eachother. The English teachers are crying because they say that these kidscan't even spell or write."

"I don't understand," argues Carl Evans, the jovial elementaryprincipal, as he unbuttons his grey sweater, feeling the heat in the room."We made sure that they got a good foundation in the elementaryschool—just look at our test scores. What happened along the way?"he banters back, as his eyes catch Hannah's concerned look.

By the end of the meeting, Hannah awakens to the fact that she is ina tenuous position, at best. She thought that becoming a school leaderwas about supporting the development of future quality citizens, notabout test scores. Experiencing a bit of a culture shock from what sheonce knew as an environment dominated by nurturing energy whenshe was an assistant principal and teacher; she now recognizes that she'spart of a select few who work from a left-brain dominated decision-nmakingmode.

Hannah gets up from her chair, feeling a bit disenchanted. TimDowling, the respected business administrator, takes off his glasses andwhispers to her, "Don't take it personally. There are growing pains withevery new job. Just keep your smile—you'll do fine."

Hannah nods in appreciation. Before leaving, she opens her notebookand quickly writes: A simple act of kindness goes a long way.

3

Late Night News

At 8:25 p.m., ten days after her first administrators' meeting, Hannahanswers her phone at home. In seconds, she learns that Gerald McCloudhas been relieved of his duties as superintendent and will no longer beof service to the Summitville School District. When she asks for detailsfrom the newly elected board president, Mrs. Wright tells Hannah thatshe cannot talk in greater detail because of the legalities.

Five minutes later, another phone call comes from Tim Dowling,asking Hannah if she has heard that McCloud had been fired becausehe totaled the superintendent's school car last night while drivingintoxicated.

Hannah asks Tim if the superintendent is all right.

Tim replies, "Oh, McCloud is fine—the car's a gonner, but he's offto find a good lawyer, I'm sure."

As he continues with more of the unfolding saga, Hannah starts towonder how this will affect her students and staff, as well as her job asprincipal. After learning additional sordid details, she hangs up, andcontemplates on what she needs to do as building leader to prepare herschool for the immediate change.

In the best interest of everyone concerned, she decides to personallycall her teachers and staff. One by one, she gives each of them thereport given to her by the board president. By the time she completesher phone list, she feels saturated with several different versions of whatactually happened, based on the town's rumor mill.

Despite the hour of the night, each staff member thanks her forthe information and Hannah notices warmth from each of them thatshe had not experienced before. As she pulls up the white goose downfeather comforter from the mahogany footboard and turns off hergrandmother's stained glass lamp, she takes time to reflect. She turnsthe light back on, walks over to her library, pulls out her notebook, andwrites her next insight: Take the time to make the personal call.

4

Bright Sunny Morning

A week later, Hannah, already busy at her desk at 6:45 a.m., iscleaning up some paperwork.

"Is that fresh coffee I smell?" asks a kind, resounding voice outsideher door.

She looks up and sees a slender, elderly gentleman in a tweed jacketand bow tie, peering over his bifocals.

"Hi, there. Another early bird, I see. I'm Lester Martin Mathews,but my friends call me Maddy, which I hope you will, too," he smiles.

Hannah finds a clean cup and fills it with the hot liquid.

"Do you take cream or sugar?" Hannah asks in a convivial manner,knowing that she is pouring coffee for her new boss, the interimsuperintendent, who has a stellar reputation in the region.

"Just black; that's all my wife will let me have these days."

Hannah puts the coffee in his left hand and shakes his right. "Dr.Mathews, I mean, Maddy, it is a pleasure to meet you. What bringsyou out so early?"

"I heard that our new middle school principal is having a studentassembly today and wondered if I could possibly be invited."

Hannah is surprised at this gesture. Up until now, no administratorhad been in her building, much less asked to attend her functions."That would be great. Would you like to speak to our students at thebeginning of the assembly?"

He acknowledges her invitation. "That would be fine. Just to sayhello to them and wish them well in their studies is all I need to do.Other than that, I thought it would be special just to sit in the backand catch up on my `middle school days.' What is the topic of yourassembly today?"

"Character Education. I'm sure you probably heard that we havea few characters in this building," she jokes, anticipating an amusingresponse.

As he straightens his bow tie, he smiles, "Good character is caught,not taught. Thanks for the coffee. I look forward to meeting yourstudents."

As he turns to leave, he looks around at the ambiance. "My wifewould give you kudos on creating a warm and welcoming office."

"Thank you," she beams. Hannah takes his cup, and, as she watcheshim stately walk out the door, she realizes she has learned anotherlesson: Leadership is not whom you play; it is who you are at all times.

5

Catching Courage

"Thanks, Hannah, for meeting with me on a Friday afternoon. Iam sure your desk is full and I appreciate the time you are giving me,"shares Maddy, as he motions for her to sit in the upright leather chairacross from him. "I thought we would take this moment to get to knoweach other. During the past week, I had the wonderful opportunity toobserve you and your talents. How did you come up with Leading withHeart for the theme of your school year?"

"Actually, I reflected on what you said on the first day I met you," sheexclaims, as she gazes at his puzzled look. "If you remember, I gave aflippant answer on Character Education. You then took the less traveledpath and gave me thoughts to ponder with your response, `CharacterEducation is caught, not taught.'"

Maddy's eyes glisten with added interest.

She takes time to articulate her thoughts. "This encouraged me tothink more in-depth about the needs of children and the urgency thatwe face in education. As you know, children today are faced with thechallenges of becoming productive global citizens, having the Internetbecome their extended family through the continual use of socialnetworks, without an understanding of how it is conditioning theirthought processes. Their perspectives have a shallowness that limitstheir reaching a higher sense of purpose."

Hannah stops for a second, looking up at Maddy. "Oh, I must berambling. I'm sorry."

"No, you are not," says Maddy, with a genuine gaze, appreciatingher professionalism as he motions for her to continue.

"Well, okay," agrees Hannah. She continues, "They experiencevirtual reality, which limits their ability to grasp the range of feelingsassociated with growth and development. They lose the joy and blessingsthat one can receive when we give to one another—and what it feelslike to experience a noble act."

"I like your train of thought. Keep going," he says, encouragingly.

"I started probing for a higher understanding of why focus onCharacter Education—I believe our job as educators is not only togive them the 3Rs, but, also to groom them to lead families, schools,companies, and governments. Therefore, it made sense to me to definehow we want them to lead—which is how I came up with Leading withHeart."

Maddy sits straighter in his chair, conscious of the fact that he is inthe presence of an exceptional person. Amazed at the level of awarenessin Hannah's gracious tone and spoken word, he clears his throat andsays, "Were you always a grown-up?"

With this, she laughs. "I spent that whole evening thinking how Icould bring out the leadership qualities in every kid—and, with timeand trust, in every staff member. I want to challenge our students totake ownership of their lives and make the most of their talents andabilities. I don't have the answers on how to do it yet, nor have I builtthe climate to support my vision, but, I do have the dream."

"Ah, and from every great dream comes reality," he says to her. And,how is she going to do that, he ponders. His mind wanders back to hisfirst executive session with the board and the comment that CoachRiley would replace Hannah once he completes his school leadershipcertification.

"Maddy, can I ask you a question. How did you make change whenyou were starting out?"