Too Many Educators Not Enough Leadership: Global Executive Leadership & Youth Studies

1. Too Many Educators Not Enough Leadership:Global Executive Leadership & Youth Studies I've said to educators that if many of us were running businesses the way we run schools, we'd be out of business. Would you send your kid to a place where every day he wasn't getting better? School leaders don't talk enough about why their work is important. Why are we doing this, and how do we know whether we're doing it well? We know by noticing what happens to kids. Service work is about noticing -- and a good leader notices all the time. --Dr. Lorraine Monroe; Founder of the renowned Frederick Douglass Academy & the Lorraine Monroe Leadership Institute October 1999 issue of Fast Company Magazine article entitled“The Monroe Doctrine” Leadership is about giving trust and about getting trust. --John Esposito; President and CEO of Schieffelin & Somerset CO. One to one conversation Christopher Winkler –Tel: 718-368-5076 christoph.winkler@students.jku.at Professor A. Borgese –Tel: 718-368-5201 professorborgese@aol.com Kalimah A. Priforce Medgar Evers College (CUNY) Leadership On-Line Seminar

2. Problem Identification: • In a dynamic and emotional economy, education is driven less by highly effective performance teams, action orientated classroom acumen, and strategic capability that develops young leaders, and more with tenured professionalism, methodized learning models, and ill-innovated management. • Educational value will depend more on rewarding relationships with parents, teachers, and community, technological creativity, brand curriculum, and envisioning leadership. In, 1882, fifth graders read these authors in their Appleton School Reader: William Shakespeare, Henry Thoreau, George Washington, Sir Walter Scott, Mark Twain, Benjamin Franklin, Oliver Wendell Holmes, John Bunyan, Daniel Webster, Samuel Johnson, Lewis Carroll, Thomas Jefferson, Ralph Waldo Emerson, and others like them. In 1995, a student teacher of fifth graders in Minneapolis wrote to the local newspaper, “I was told children are not to be expected to spell the following words correctly: back, big, call, came, can, day, did, dog, down, get, good, if, in, is, it, have, he, home, like, little, man, morning, mother, my, night, off, out, over, people, play, ran, said, saw, she, some, soon, their, them, there, time, two, too, up, us, very, water, we, went, where, when, will, would, etc. - John Gatto The Underground History of American Education

3. Global Executive Leadership & Youth StudiesPart I • Global Executive Leadership • to lead consistently high achieving schools and build solid educational values primary for transforming children’s lives. • maximize the value of education and the leadership portfolios of every individual student to deliver quality performance growth to schools, families, and nation. • retain, recruit, inspire, and develop star talented teams within faculty, staff, company executives, and off-premise personnel. • establish school-wide integrated systems of sustainability that drives institutional growth, integrity, & trust.

4. Global Executive Leadership & Youth StudiesPart II • Youth Studies, as an interdisciplinary program, draws on the insights and methodologies from a wide variety of disciplines such as history, literature, psychology, sociology, business, philosophy, politics, and world studies. • Combining Youth Studies theory with empirical and experiential research, we explore the following: • How are youth developed in different cultural and historical contexts? • How have youth resisted discrimination, ageism, and social stagnation, to form a new leadership towards change? • How can youth contribute to the economic and political development of their society? • How do the childhood experiences of great men and women build character and success? • How do I approach a youth audience with the knowledge and skills to make an impact? • How does my corporation introduce a youth initiative into future planning and business strategy?

5. Youth Studies New Way of Working direction as education demonstration: projects, portfolios, and presentations androgogical (classrooms without walls) simulated classrooms: studios, labs, workshops, conservatories, museum, planetariums, study abroad, galleries, gymnasiums, online courses, ballrooms, boardrooms, libraries, and seminars (contextualized learning) real books: questions are presented and discussed diversity and gender inclusiveness (gender is important) etiquette, manners, customs, and civility self-discipline, teambuilding, and competition (with oneself and against other schools) learning styles, attitudes, strengths-based, dispositions, and multiple intelligences leadership value: brand mentorship, developmentship, real teachership apprenticeships, internships, and projects (prevention) alternatives (options), progress in process qualitative: character building education village model: family and the sustainable community (what can we do for each other?) Traditional Approaches to Education Old Way of Working schooling as education measurement, aptitude, & examination pedagogical (classrooms with walls) synthetic classrooms and lectures grades, diplomas, certifications curriculum (disguised indoctrinal canons) textbooks: questions, answers, and glossary provided indifference and gender exclusiveness (gender not important) ground rules obedience, merit, and competition (against fellow classmates) indoctrination strategies deliberate slowing down of learning progress denial of self-development for external rewards labor value: generic certified teachership social services, probing, and surveillance (intervention) tradition quantitative: methodized education school model: networks and institutions (what can you do for me?) Global Executive Leadership & Youth StudiesPart III

6. Old Ways Of Working (OWOW): Makeshift Solutions The war itself, which had just ended, created a tremendous hunger in people to start new families. In this way-subtly-a crisis began in 1946. The first place it showed up was in the hospitals. In 1946, the number of births in the urban/suburban was more than double that of the year before. Society was ill equipped to handle the onslaught of new arrivals. Hospitals were overtaxed, and a significant number of children were born in hallways, waiting rooms, or wherever makeshift facilities could be provided. No one heeded the implications. These children lived for five years before if occurred to anyone that they would soon be going to school. On or around September 1, 1951, a mass of 4.2 million urban/suburban babies hit the schools looking for classrooms, teachers, and books. Taking everyone by surprise-for few people had heeded the warning embedded in the soaring 1946 birthrate-five times the number of children who had arrived the year before to start the first grade arrived at school and said, “Where is my seat?” School people asked, “Where did you come from?” Kids said, “We’ve been here for five years. We thought you saw us coming.” They hadn’t. In an hour’s time on that very first day of school, those children forced a total change in the system. Almost overnight educators threw together what was later described as “a maladaptive response to a crises situation” and called it public education. In the subsequent thirty years, data suggests that makeshift solutions worked for very few students and actually proved deleterious for most. - H. Stephen Glenn, Ph.D., and Jane Nelsen, Ed.D. Page 10; Glenn, S. & Nelsen, J. (2000). Raising self-reliant children in a self-indulgent world: seven building blocks for developing capable young people. Roseville, CA: Prima Publishing. Historical Context of Problem

7. Featured Leader: Dr. Lorraine Monroe • The job of the leader is to uplift her people—not just as members of and contributors to the organization, but as individuals of infinite worth in their own right. • Every great boss knows that the success of the organization depends upon producing tangible outcomes. The nature of these outcomes depends on the organization. In a for-profit business, they may include greater sales, increased profits, better product quality, larger market share, and increased stock value. In a not-for-profit organization, they may include more clients served, increased efficiency, and an expanded mission. • Objectives like these are important. But organizations that survive and thrive even in rocky times do something more than meet tangible objectives. They also attract and retain star talent because the staff is uplifted by the spirit of the leader.

8. Featured Leader: Dr. Lorraine Monroe • Everything the leader does can contribute to this sense of uplift. It grows out of the speeches the leader makes, the informal interactions between the leader and the staff, the clarity and boldness of the strategic vision set forth by the leader, and above all the visible activities of the leader and the example these activities set. To be most effective, everything the leader does should focus simultaneously on two objectives: • The growth and development of the organization • The growth development of the staff as individuals • However, to be able to uplift an organization in this way, a leader must first be uplifted herself by the organization’s purpose, and, second, must have motives for wanting to lead that are 99% pure. • Question: • Can you support both objectives—the growth and development of your organization and the growth and development of your staff as individuals—in everything you do? The Monroe Doctrine: • If you support the growth and development of both your organization and your staff, your staff will be uplifted beyond petty concerns (raises, promotions, office politics) and inspired to accomplish the grand mission of the organization.

9. New Ways of Working (NWOW): Learning Outcomes: • Based on recent studies on Youth Studies and the Leadership On-Line Seminar provided by the Institute for Virtual Enterprise, I have shifted my academic major to include two modes of connecting ideas: Global Executive Leadership & Youth Studies. This academic brand will be uniquely designed to set future global leaders in the educational sciences on their way to impacting leadership that affects youth and will benefit their schools, families, and community. • Combining Youth Studies theory with Global Executive Leadership will develop the individual learning styles of emerging leaders while developing their goals, ambitions, and sustainable relationships. • This academic brand will be submitted to the City University of New York BA Program for individualized studies. • Most helpful on this journey were the tools, dialogue, and literature provided by this course and the life and leadership models presented in Dr. Monroe’s books.

10. Kalimah Atreyu Priforce Kalimah Atreyu Priforce Major (Academic Brand): Youth Studies • Global Executive Leadership Career Goals: Future Executive Educator Kalimah Atreyu Priforce is a second year student at Medgar Evers College of the City University of New York, under the stewardship and direction of President Dr. Edison O. Jackson. Kalimah Priforce is a trailblazer youth leader with a synergistic passion for working with youth and has grown to become a pioneer in fields of Youth Studies and educational reform. To build a school, Mr. Priforce, first, had to establish the science. Present career and academic fields servicing youth, did not adequately address youth development, youth identity, youth related issues, youth culture, youth character, youth self-awareness and knowledge and their interdependent relationship to various social systems. Mr. Priforce believed that as in other areas of learning such as Women’s Studies or African-American Studies, Youth Studies will enable young people and youth development professionals to gain better insight into what it means to be young, encourage a better understand of themselves, their environment, their purpose, and indeed their place in the world. Seeing also a need for emerging leadership in the filed of Youth Studies, in 2003, Youth Studies was combined with Gloal Executive Leadership to deliver a unique academic brand to the Medgar Evers College and the City University of New York. Born in Miami, Florida, yet raised in the Bedford Stuyvesant section of Brooklyn (New York City), Mr. Priforce struggled against no to low-income poverty, group homes, and street violence surrounding his early upbringing. However, inspired by the George Washingtons and the Napoleons of the world, his self-structured personal and public life refused to fail and thus became rooted in character, service, and values-based leadership. In an effort to share these beliefs with other youth, in 1994, he became an after school program aide, and has held countless other mentoring and tutoring positions with various organizations including the 500 Role Models of Excellence and the Civil Air Patrol. More recently, Mr. Priforce has worked with The Harlem School of the Arts, the Brooklyn Children’s Museum, Project Succeed and a host of other notable programs in the youth development field. Mr. Priforce recently completed the 2002 Thurgood Marshall Scholarship Fund Leadership Institute and presently apprentices in the business strategy division of Schieffelin & Somerset Co. Mr. Priforce plans to complete his degree in Youth Studies, pursue an MBA in Executive Leadership, and build an educational corporation building premium public chartered schools. “Run like a corporation, my non-profit company will build the best schools and provide premium education for the public school population”. Mr. Priforce plans to lay the groundwork for a Youth Studies Consortium in spring 2003, and enjoys spending time with his mentees and representing his alma mater at special events. Mr. Priforce’s speaking abilities and classroom savvy have made him a popular lecturer, a dynamic speaker, and a welcomed guest amongst panel discussions and planning committees:

11. Kalimah Atreyu Priforce • Participates in the Leadership On-line seminar provided by the Institute for Virtual Enterprise (A CUNY Special Initiative). • Co-planned the fourth annual Uncovering Connections Conference held at Medgar Evers College. • Joined faculty panel for the 16th annual Melanin Symposium at Medgar Evers College. First and only student to do so. • Volunteers for the Liberty Partnership’s Mentoring Program. • Sits on the 2003 Leadership Institute Planning Committee for the Thurgood Marshall Fund with corporations that include Schieffelin & Somerset, Ernst & Young, FUJI, Frito-Lay, Pfizer, Microsoft, MTV, Ball Corporation, and IBM. The first and only to do so. • Completion of Thurgood Marshall Fund Leadership Institute 2002. Delivered “Leadership Response” speech entitled “A Different World” for the opening plenary session. • Delivered student speaker speech entitled “I am your Sun” for the Medgar Evers College Annual Gala 2002. • Recipient of the Community Service award from Antioch University 2002. • Delivered keynote speech “Generation Y” for the “National Conversation on Youth Development in the 21st Century” at Central State University, hosted by Central State University, Project Alpha, Alpha Phi Alpha Fraternity, Inc., Greene County Family and Children First Council, March of Dimes, and the Ohio State University Extension 2001. • Certificate of Appreciation for representing Central State University during the African-American Honors Conference debate competition 2001. • Recipient of transfer scholarship award from Central State University 2001. • Successfully achieved a corporate decision (which included a three-hour negotiation meeting) to acknowledge vegetarians and those with alternative foods diets at Central State University 2001.  Founded the Alternative Foods Alliance. • Became a member of the honors curriculum and debate team for Central State University 2001. • Certificate of Appreciation for participation in the Honda Campus All-Star Challenge 2001. • Joined the Dean's List at Medgar Evers College 2001. • Became freshman class representative of Student Government at Medgar Evers College 2000. • Organized a fellowship of United Nations' students from France, to Medgar Evers College 2000. • Published such poetic works as The Messiah's Wife and Italian Rose 1999.