In the Helmsman Kenneth Coley (2016) presents readers with six forces of leadership and the
concept of leadership by outrage as discussed by Sergiovanni. Coley (2016) suggest that each of
the six forces, technical, human, educational, symbolic, cultural, and spiritual are the foundation
of a functional educational leader. Coley (2016) stresses that the first three forces of leadership
are necessary for an educational leader to perform the minimal requirements of their role and to
ensure the school functions at its optimal level. The technical force highlights a leader’s ability to
develop efficient structures in the organization by planning, organizing, and coordinating; Coley
(2016) suggest “a leader who establishes a smooth operating schedule and a means to quickly
manage daily problems will establish a work environment where teachers are secure and
confident” (p. 116). The human force on the other hand represents the value that schools have
within their personnel and how leaders are to encourage, support and offer opportunities of
growth. The final imperative force, the educational force, highlights the “power that comes from
having expertise in education and schooling” (p. 117). Coley (2016) suggest this is the force that
needs the most attention among the main three; because practitioners lack familiarity in child
development, curriculum issues and a number of other avenues.
To be the most effective leader, Coley (2016) suggest that the remaining three forces be
incorporated along with the concept of leadership by outrage. Out the remaining 3 forces and
concept, the leadership by outrage was the one that stuck out to me the most. In my opinion, the
word “outrage” many be frowned upon in education but the concept of maintaining the
expectation and values agreed upon by both leaders, personnel and community is as imperative
as the initial three forces. I believe this concept encompasses both the motivational aspect and
morality aspect of an effective leader. The leader, by responding to issues that violate the
covenant established, highlights to their constituents the importance of these values and
demonstrates the expectation that are held by the leader and school. In other words, the leader
models their expectation and standards while using this concept.
The three questions I would hope to have answered during this class is, how might I, in the role
of school leader gain the support necessary to challenge the social norms that exist within a
school district that is holding the district from its full potential within offending those in
positions of power. Secondly, I would like to understand ways promote continuous growth in a
district that is excelling, to maintain the current levels of excellence. Finally, I would like to
know leaders prepare for the unknown, more so, learn to be more adaptive to problems than
standoffish.
Reference
Coley, K. S. (2006). The helmsman: Leading with courage and wisdom. Colorado Springs, CO:
Purposeful Design.
Thank you for your comment Dr. Ryff, I really appreciate it! I find the spiritual force to be self-
explanatory; agreeing with the comment made by Eileen Wiltshire, it is difficult to express our
beliefs in a manner that is deem appropriate to students within the public-school setting.
Although that is true, I believe that best way to harness the spiritual force is by being true to
yourself and your beliefs. Looking back at the comment Coley (2016) made regarding the
Reverend Motley, a man of God from his campus; we see that he does nothing out of the
ordinary to exude the presence of God with him. Yet and still, as Coley (2016) notes; walking
away, you know “you have been with someone who has spent time with the Lord that day.” What
I gathered from this particular sentence is that sending time in the presence of God will allow
you to exude the spiritual force naturally. Psalms 37:7-9 reads “Be still before the Lord and wait
patiently for him; fret not yourself over the one who prospers in his way, over the man who
carries out evil devices! Refrain from anger, and forsake wrath! Fret not yourself; it tends only to
evil. For the evildoers shall be cut off, but those who wait for the Lord shall inherit the land”
(ESV). From this passage we can see that as long as we are with God, no situation or person can
deter you from exuding what he has stored within you, including himself. I believe the spiritual
force is important because it allows the individual to not only see all things are accomplishable
through Jesus Christ, but that when it matters the most, being yourself will always be the best
solution.
Reference
Coley, K. S. (2006). The helmsman: Leading with courage and wisdom. Colorado Springs, CO:
Purposeful Design
Hello Tanika and thank you for sharing! I agree with you when you said, “having a positive
attitude with intentions to help others and not oneself is imperative.” When reading over Harvey
(2013) I too found the passage where Harvey comments on Lencioni’s model and equates it to
the absences of trust important. When thinking about why most teachers do not go to
administration at my old school district it was because they did not feel the administration would
do anything about their compliment. When it came to the fear of commitment, I can also see this
as a challenge of trust; when reading over it, the thought that came to mind was: “how can I
commitment to this school and students if I do not feel the ones who run it are. For me I felt their
commitment lied within themselves and their friends, not those whom they served or their
community. Bringing it back to your comment regarding having a positive attitude, in my
opinion, this is why it is necessary, to help establish and build trust.
Discussion #2
Hiring a new superintendent within any district is a laborious process involving many steps.
After interviewing my school HR personnel, Mrs. Mathis; I learned that the process is not a “one
man job” but consist of a search panel, a hiring committee, and the community as well. The
district, in its last search for a superintendent utilized the North Carolina School Boards
Association to facilitate their search. The search consisted of candidates both within the state of
North Carolina and nationally.
In the last search for a superintendent within the Wake County Public Schools system, the district
engaged both its community and staff by creating online surveys, written statements and were
open to public comments to define the desired characteristics and experience of the next
superintendent. Once the community and staff input were reviewed, the board and the North
Carolina School Boards Association vetted 20 candidates in which the board narrowed down to a
selected number of highly qualified candidates through a series of interviews. Mrs. Mathis stated
that the questions that candidates are asked are no different than the ones posed to a new
candidate at any job; but that they are “tailored to the academic setting” (personal interview,
2021). A general question mentioned by Mrs. Mathis was, “would do you want to leave your
current position” (personal interview, 2021). Questions geared more towards the position of
superintendent were items such as: “what is the difference between board goals and district
goals”, “describe how you would work with principals in a district this size”, and “what
communication methods would you use between the district and the community”.
While I knew that hiring a superintendent was a taxing process, I did not know that the
timeframe of the process for hiring a superintendent extended more multiple months as Mrs.
Mathis explained. I also was not aware that the board could utilize an outside agency to assist
them in the hiring process; I felt this was a great idea seeing how big this district is and the
number of candidates I sure they had to work through. This role that any candidate walks in two
whether it’s a district of 3 schools or a district of hundreds of schools, the school system is an
input and output function within any community; anyone wanting to step into the role should be
prepared for a rigorous and challenging interview process.
Word Count: 397
References:
Mathis, C. (2021). Superintendent interview [In person].
Powered by TCPDF (www.tcpdf.org)
