Collaborative Leadership for Classroom and School
by
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Participative leading, as it was called at the time, was in vogue during the Human Potential days of the 1990s. But participation proved to be amorphous, time consuming and unproductive. By the year 2,000, to no one's surprise, school administrators began stomping their feet. Top-Down leading returned in force. Command and Control became once more the accepted modality, at least in practice. Participative decision-making gets lip service at best. Given the time needed for group decision-making and the confusion over method, not to mention the apparent absence of accountable authority, the collapse of “participation” should have been foreseen.
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About the Book
Today’s globalized economy depends on the dissemination of knowledge rather than the manufacture of goods and the provision of services. This alone calls for new models of classroom leading to prepare children for an interactive future. Moreover, students are better equipped to interact with their teachers than ever before, and they get frustrated when they can’t participate in decision making. As psychologist William Glasser writes, “Boss management fails because it limits both the quality of the work and the production of the (student) worker. Its use actually causes most of the discipline problems we are trying to prevent.” Don Broadwell, a former Marine, college instructor, and leadership expert offers a blueprint that will help teachers and students become more successful. Learn how to: discern the differences between collaborative leading and top-down leading; create your own leader style. One size does not fit all. make leading exciting for students; and turn leading a classroom into a pulsating, stress-free activity. From the evolution of leadership thinking from Lao Tzu in ancient times, through the 1990s and the Human Potential Movement to the present Obama-inspired emphasis on collaboration, this book is an essential resource for anyone who works with and cares about students. Don Broadwell lays a solid foundation and makes a persuasive argument for changing the way teachers facilitate the decision-making process. Collaboration between students and their teachers in goal setting, activities selection, and outcomes assessment promises much more than buy in; it leads to enthusiastic achievement embraced by all classroom stakeholders, children, teachers, administrators, parents, and community.—Gary C. Newbill, JD, EdD, a retired school district superintendent from Washington State, Dean and Professor of Education Emeritus at Northwest University in Kirkland, Washington.
About the Author
Don Broadwell earned a master’s in pastoral counseling from Princeton Theological Seminary and is a former Marine Corps captain. While he’s well versed in top-down leadership, he has taught nonhierarchical deciding at the University of Idaho/Coeur d’Alene, Seattle Pacific University for more than 20 years. He is currently a faculty instructor at Green River College and directs The Collaborative Center. He lives in Maple Valley, near Seattle, Washington.