By Benjamin Joiner, LL ‘16, Assistant Head of School, Radcliffe Creek School (MD)
It is difficult for me to describe the impact of the gcLi Leadership Lab without seeming hyperbolic. For me, it created a framework and shared a language to help me put into action concepts for which I had developed an appreciation but had difficulty articulating or exercising: reflective practice, cultures of feedback, the science of emotions and learning, and methods for helping individuals to become better versions of themselves and help others – students in particular. These were the explorations that have stuck with me since 2016 and continue to inform my work and my approach to my work. All the while, the gcLi faculty who dedicated the week to instructing the Pedagogy of Leadership® pulled back the curtain on their process, so we could see those important concepts at work. Their adherence to, and use of, the pedagogy they instruct was evident and validated their commitment to the work. The experience dramatically alternated my practice and my life.
At the center of my Leadership Lab experience was the Lab Group; a cohort which we affectionately deemed “Team Ted,” in honor of Ted Fish, gcLi Executive Director. This is where the proverbial rubber met the road; where I could put all of my learning into practice, exploring concepts and generating dialogue around meaningful topics that compelled me to utilize newly acquired skills. I remember quite clearly becoming aware of the relationships that I was developing within the Lab group and observing others as they did the same. As the days passed, the Leadership Lab was becoming more than just a professional development exercise, or a leadership conference. It was becoming transformative.
In the fall, I began a new chapter at Radcliffe School as an administrator – I now had the honor to serve as the Assistant Head of School in the community that had given me my first opportunity to teach thirteen years before! I found regular succor and support from our Lab group, which resumed its work during monthly online meetings where our members presented issues or concerns with which they were dealing in their respective schools. These sessions were valuable opportunities for our group to reconnect and renew our commitment to one another while addressing matters important to our colleagues.
The issue that I presented was of great importance to me. It was delicate and grueling, involving issues of social equity and inclusion. It compelled several of my fellow Lab mates to reach out individually to reaffirm their support of my efforts to address the identified need. I can’t express deeply enough what a difference this made – busy people taking the time and having the concern and the connection to take it upon themselves to help me lead better at my school. As a result of their generosity, Radcliffe is making significant steps in this area of need through professional development for teachers and specific learning opportunities for children.
The Leadership Lab had had yet one more significant contribution to offer to my life. Last October, I emailed Ted Fish to inquire about the upcoming gcLi Symposium at the University of Pennsylvania. I was disheartened to learn the Symposium was at capacity. Disappointed I had learned about the Symposium too late, I carried on with my work at Radcliffe and with a new initiative – the pursuit of a Masters degree.
A Masters was an endeavour I had long considered, but it had remained on the periphery of my focus until last school year. For years, I had been intrigued by the program at the University of Pennsylvania and the work in which Dr. Earl Ball was engaged. Add to that Radcliffe’s involvement with Hench Murray, a consultant who also works as an advisor in the UPenn Graduate School of Education; gcLi’s collaborative efforts with UPenn; and the gcLi Symposium – the synergy was in place for me to make an application to UPenn GSE. Though the timing seemed right, the question remained – if I am accepted, how can I make this opportunity a reality? Not the least of my concerns was how I would make it work financially.
In the early stages of October, Ted was patient enough to help me with several issues including informing me that gcLi would be offering a $20,000 scholarship to a Leadership Lab graduate who was accepted into the UPenn GSE School Leadership Program. Perhaps more importantly, Ted encouraged me to apply. Might I actually have a chance at winning the award?
After careful consideration and thoughtful reflection, I applied for the scholarship. The application consisted of a Statement of Intent in the Pedagogy of Leadership®. Through my experience with gcLi, the subsequent meetings with my Lab group, and the work I had already accomplished at Radcliffe, I was able to clearly articulate my perspectives on the importance of leadership as well as practicing the theory and influencing leadership instruction. In February, Ted called, excited to inform me that not only had I been accepted into UPenn GSE, but I had also been awarded the gcLi Scholarship. I had to sit down; I was actually struck dumb. All I could say to Ted was “thank you.”
The next phase of this journey is already under way. I have readings and assignments due upon my orientation session at the end of August. The work and reading I have done so far have served to reinforce my choice to pursue a Masters in school leadership, and they dovetail with and support the concepts and pedagogy promoted by the Leadership Lab. Resonant leadership, reflective practice, effective feedback, relationships built on trust – these are all themes common to the work of leadership present in both programs. They are the themes necessary to explore and employ when creating productive and effective cultures of leadership in our schools. The Leadership Lab and UPenn GSE are helping me to develop into a more knowledgeable and accomplished leader, prepared to facilitate and nurture the growth of leadership in all of the students – and colleagues – with whom I interact.
Ben Joiner has served as a teacher, coach, and administrator at Radcliffe Creek School in Chestertown on Maryland’s Eastern Shore for fifteen years. He makes his home on a small hobby farm outside of Chestertown where he lives with his wife and four children. Ben is a 2016 gcLi Leadership Lab graduate. He is currently embarking upon a journey to complete a Masters of School Leadership – Independent School Track at the University of Pennsylvania.