Lincoln's Leadership - 3 Reflections

I really enjoyed Lincoln's Leadership Lessons.  There is so much we can learn from his leadership style and the way he conducted himself and his affairs.  He is described as being thoughtful, calm and deliberate in his responses - he didn't panic no matter what the situation or decision he had to make. He gathered information, processed it, took his time and made well thought out decisions. He always maintained his cool.  A great example was the discussion about "hot letters".  Sometimes the people we work with and work for can really irritate you and may sometimes write scathing emails and other documents that are very challenging to address.  Lincoln knew not to respond out of anger and passion but instead, he preferred to speak with the person face to face.  This strategy diffuses the situation, gives the other person time to cool off and ensure that words are not twisted and perceived differently than their original intent.  This is a great lesson of leadership to learn as we are often faced with angry emails and letters from teachers, community members, colleagues, supervisors, board members etc.  Being strategic in our responses is absolutely crucial especially given the speed that information travels in today's world.  

His quiet magnanimity was above reproach. He did not let ego get in the way of leadership and his sense of purpose. Ego is easily one of the worst distractors for leaders.  He was said to lead with a "gracious temperament" and his "magnanimity was almost superhuman". Lincoln was viewed as always leading with steadfast purpose - rising above competition within his cabinet, his critics and supporters.  This competition can distract the purpose of an organization and contribute to petty animosity.  What Lincoln lacked in brains, experience, statesmanship etc. he sought out in other leaders and other people.  He knew how to leverage the talents he purposefully surrounded himself with.  

Lincoln had a strong sense of self confidence. His political genius was to impress his purpose upon everyone at all times. If he yielded to one of his subordinates that was because they convinced him to change his mind and his thoughts based on plenty of empirical evidence and well thought out analysis.  He knew how to inspire people and he always learned from his mistakes. It is interesting that Goodwin states he had an inner vision of himself and what he believed could be possible and pursued that vision with persistence.   There are not many leaders who have an "inner vision" of themselves.  I found this particularly intriguing as I reflected on my own "inner vision".  He felt that people should be treated fairly no matter their "station" or situation in life.  All of these attributes gleaned the utmost respect of even his most admirable enemies.  You could not deny his character and integrity.  Lincoln was the leader that everyone flocked too and wanted to be around even in a time when these ideas were not supported or accepted.  

Lincoln was touted as being great in periods of crisis. As an educator over the last 14 years, it seems that there hasn't been anything but crisis. Educational Leaders can learn from this concept tremendously.  He was good in these situations because he led with his values and beliefs and didn't let the false crisis of other people to influence his beliefs.  He led with humility and humor and "he took his job seriously but never overestimated himself" (p. 10).  He was always willing to change and evolve.  A few great quotes that support the true Lincoln that I absolutely adore are:  "progress before pride" (p. 11); "we must think anew and act anew" (p. 11).  Both quotes showing his progressive nature and attitude toward always moving forward.    

Finally, Lincoln knew how to blow off steam and relax through entertainment and humor. He knew the importance of shaking off stress and those who worked with him enjoyed his humor.  As educational leaders in a time of extreme stress, pressure, and accountability, this could be one of the best pieces of leadership advice.  We can't take ourselves too serious and we have gotten to find ways to pursue our personal interests and hobbies in order to let our guard down in this dynamic world that is moving at an extremely fast pace.  

Communities of Practice

A Community of Practice (CoP) is a group of people who are passionate about a specific topic or interest - they interact with each other and devise ways to do what they are passionate about in a BETTER way.  What a marvelous collaboration of ideas, thoughts, and shared investment in what is important to each other.  I feel very blessed to be a part of a CoP in Adult Ed.  I have never been a part of a CoP that has been so passionate about what they do.  This CoP extends statewide as I have had the opportunity to meet, lobby, share great ideas, have interactions and collaborations with those who foster a similar passion. 

Community:  Relationships and a sense of belonging - there is a huge sense of belonging in the CoP of Adult Ed.  The promise of new opportunities and a longing for others to finally see the value of the work the CoP does is the glue that keeps us together.  It seems to be a common thread that each member of the community truly feels is hugely important.  We believe in the practice of helping people better their lives.  We believe it is the most important work in the world.  We see those struggling to survive - many of which have escaped their native countries in hopes of building a better life and amidst these struggles, still commit to attend school.  No matter our disagreements this shared community sense of belonging is the priority in this CoP.      

Domain: Shared Inquiry - are we all seeking answers to the same questions?  How does the larger organization fit into the particular domain?  Is there a leader facilitating the growth of this work?  Is there enough time?  Is there a system already established in this domain?  Is it organic and does it foster the trust of all to participate in the domain?  These are all challenges that educational leaders struggle with.  The work cannot happen if it is a directive, rather there must be support, guidance, and compassion.    

Practice:  Body of knowledge - with so much theory surrounding education, the Adult Ed PoC seems to be all about practicalities.  There is very little "fluff" surrounding the mission, priorities, and the goals of an effective Adult Ed program.  It is simple; we all believe that teaching English speaking skills to our most vulnerable population in our society is INVALUABLE.  Additionally, we believe that teaching Career Technical Education to people who are displaced workers, need a change in their life, or who are attempting to start a career in something that will put food on the table, pay the bills and provide a better way of life,is the practical aspect of what brings us together. Our practice gives us our sense of community. 

A CoP is about the PARTICIPANTS not the YOU!  I love this!  Anyone involved in educational leadership had better understand that CoP's are larger than the ideas of one person - bigger than organization's employees - it is about the students, the growth, the development, and the participant's success.  It is the leader's job to ensure that this environment is nurtured, tended too and embraced with very gentle hands. 

I really see successful CoP's as the result of intuitive and sharp leadership.  Creating this space is touchy and extremely challenging.  There are so many constraints involved in educational leadership and understanding small nuances such as timing is crucial.  Knowing when and how to act with strategy in mind is a hugely underestimated skill. 

 My PLN right now is an excellent CoP platform.  I am able to collaborate in my different forms via email, social media, Twitter, Facebook, G-Drive, etc.  I feel part of a true community.