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Educational Leadership: A Reflective Essay
2002 by
Edward L. Diden Principal
Central High School
Wartburg, Tennessee
Personal values form the foundation for the daily practice of school leaders. These
values develop as a result of life experiences, and they have a profound effect on daily decision
making. Values that are important to me include integrity, excellence, and service.
Integrity is critical to the daily performance of school administrators and includes
personal and institutional obligations. Integrity embodies honesty and trustworthiness.
Administrators must conscientiously perform their professional duties and beckon others to do
likewise.
Closely related, a commitment to excellence is of paramount importance to the
effective operation of a school. Everyone is encouraged to give their very best in every
endeavor. The call to excellence impacts all the essential players in the school and community.
Exemplary performance is most likely when the leader exhibits high standards for self and
others.
School leadership also involves service to others. The greater the responsibility, the
greater opportunity to be of service. Public education provides a framework for altruistic
motives of service that contribute to the common good of all. The value of service gives form
and purpose to integrity and excellence. When an administrator is willing to “go the extra mile”
to help others, students and staff take note. A servant leader might be found picking up trash,
cleaning cafeteria tables, or sending a card to a student or staff member. In leading by serving,
an administrator demonstrates great respect to everyone in the organization. This respect is a
form of empowerment that beckons people to higher levels of responsibility. This servant value
is more “caught than taught.” When these values are put into action, the school climate for
teaching and learning is enhanced.
These central values emerge from a work ethic learned from childhood experiences.
Reared in poverty on a small farm in rural Morgan County, my parents modeled integrity in
their dealings with everyone. My father sold the extra vegetables that we raised in our garden.
If he sold a bushel of potatoes, he would discard the small or damaged ones. As he filled the
basket with only the best, he would stack extra potatoes on top. When he emptied the basket
into a bag, he would add a few more potatoes for good measure. We were taught to be honest
in our dealings and relationships with others.
The ability of my parents to feed and clothe five children was dependent upon shared
responsibilities, servanthood, and commitment. My mother was the oldest of thirteen children.
She completed the 8th grade, and then dropped out of school to care for her younger brothers
and sisters. She managed the duties of our home in addition to helping with the operation of
our small farm. My father only completed the third grade, and reading and writing were very
difficult for him. My father was a reserved, painfully introverted person, but he was the most
unselfish man I have ever known. My parents worked very hard and expected their children to
do the same. As children we were taught that a job worth doing was worth doing well. Living on
a small farm in the country provided a wealth of unique learning opportunities.
These values were important to me as a high school and college student and athlete.
These three values have also been critical to my professional practice as teacher, coach, and
principal. I have come to believe that a person’s individual work embodies the essence of their
personhood. The quality of work speaks volumes about personal character and integrity.
After fourteen years as a classroom teacher, I became principal of Wartburg Central
High School in 1990. To prepare for the responsibilities of this new position, I searched
professional journals, attended conferences, read books, and communicated with other school
leaders. To emphasize a commitment to academic excellence, the Renaissance Program was
introduced in the fall of 1990. The basic purpose of Renaissance is to promote outstanding
performance among students and teachers through creative recognition and awards. An
additional goal is to bring local, state, and national recognition to Central High School as a
leader in the pursuit of academic excellence. This call to excellence has proven to be
emblematic of the many innovative learning opportunities for students and educators that have
occurred during the past twelve years.
As an instructional leader, I also searched for funding to support our curriculum. In
October 1996 Central High in collaboration with two other Morgan County schools began the
process of developing a grant proposal to the Annenberg Rural Challenge. After much research
and revision, in August 1998 these schools were informed that the Board of Directors in
Granby, Colorado, had funded our proposal. In addition to being a member of the grant‐writing
team, I became project director for this three‐year project that has brought over $350,000 into
our rural school district.
This funding supports comprehensive school reform. This process involves work at all
grade levels (depth) and across all content areas (breadth). The work encompasses the
following set of beliefs:
Teaching and learning is more powerful when it is experiential, interdisciplinary,
developmentally appropriate, involves students in design, connects with the
students’ past experiences, and results in products useful to others.
Schools and communities have a reciprocal relationship. Schools are “serving and
served by” their communities. School reform grows out of community development
including economic revitalization. Students are seen as young citizens, participating
in the democratic life of the community.
The process of schooling should value and be embedded in local culture.
Schooling should value and connect with the local environment.
Schools should explicitly address equity issues including economic, racial, ethnic,
gender, and physical access.
These principles have become embedded in my personal philosophy of education. Our
teachers have participated in a variety of learning opportunities to examine place‐based
methods of instruction. Many teachers are utilizing these techniques in their instructional
programs. A place‐based approach invites students to become partners in their own learning.
The writings of Wendell Berry, John Dewey, Paul Gruchow, Paul Nachtigal, Toni Haas,
Clifford Knapp, David Orr, Neil Postman, Bobby Starnes, Paul Theobald, and Eliot Wigginton
have nurtured and inspired my professional growth in recent years. I have attended sixty hours
of training in the Foxfire Approach to Teaching and Learning including three days of study of the
philosophies of John Dewey at the Foxfire Center in Georgia. The Rural School and Community
Trust supports work in over 700 schools in 33 states. I have attended several national meetings
and established personal relationships with Paul Nachtigal, Toni Haas, Alan DeYoung (University
of Kentucky), Vito Perrone (Harvard), Robert Gipe, Rachel Thompkins (Rural Trust), and Bobby
Ann Starnes (Foxfire). The collegiality and professional growth experienced in the Graff Scholars
doctoral program of the University of Tennessee has also been an enriching experience.
As instructional leaders, administrators must nurture a school learning climate that is
conducive to inspired curriculum and pedagogy. Ted Sizer (1992) speaks to the topic of teaching
as art and science. He states that “A teacher with judgment, while keeping the end in view,
varies the means.” For me, this quote speaks to the blending of science, artistry, and craft in
teaching. A balance of all three seems to be needed to view teaching holistically. I would link
the three in the following way: science (content), artistry (process), and craft (product). As a
master carpenter builds a beautiful cabinet (product), he utilized learned skills (content)
throughout the construction (process). The modern preoccupation with standardization gives
inordinate emphases to content. When fundamental skills are isolated from process and
product, they lose their meaning. If the carpenter was taught the skills of his trade but never
allowed to participate in the work of producing a product, his content is useless. When this
occurs in a variety of learning situations, the connecting of patters is lost. Discovery of patterns
is the essence of wisdom. A pedagogy which balances science, artistry, and craft is the only way
to move toward wholeness. Without such, education results in a contorted people of “thinkers
who cannot do and doers who cannot think” (Orr, 1992).
I believe that the school principal must become a servant leader in the development of a
community of learners that involves all participants—teachers, students, and local residents.
The principal must be open to suggestions for improving the structure and organization of the
school. The principal insists that student needs and interests are the primary concern of all staff
members. Teachers are encouraged in the planning of relevant staff development that enriches
the professional growth for all. This capacity building empowers educators to think “outside the
box” in designing learning experiences that increase student engagement. The principal serves
as a liaison between school and community. The principal also navigates a sea of bureaucratic
red tape and acts to buffer the many public pressures that confront teachers.
In Horace’s Compromise: The Dilemma of the American High School, Sizer (1992)
concludes his book by stating: “And give me, a teacher, hungry pupils, and I’ll teach them in a
tumbledown warehouse, and they will learn.” He emphasizes the desire of the students.
Motivation cannot be improved without relating to the students experience. Sizer also says that
this inspiration and hunger are the qualities that drive good schools. In my twelve years as a
secondary principal, my greatest joys arise from helping other educators inspire their students
toward an insatiable love for learning.