Teach & Serve III, No. 36 – Look Up In The Sky

Teach & Serve III, No. 36 – Look Up In The Sky

April 18, 2018

The question, then, must be why? Why has Superman remained part of American (and world) consciousness for all these years? Why do we still look up in the sky?

When I was in the first grade, the day before school picture day, I ran into a brick wall – not a metaphor, I, literally, ran headlong into the corner of our house, smashing open my head on solid brick. My father took me to get stitches – seven of them as I recall – and, on the way home, changed my life.

My father was forever changing my life.

He bought me my first two comic books.

Thanks, Dad. Tens of thousands of issues later, I am pot-committed as a comic collector. More important than that, I have become more than an aficionado of comic book collecting and consider myself something of an expert on the study of comic books as an American literary art form.

You read that right: comic books are a form a literature.

The two comics Dad bought me that day featured two of the most famous American literary characters (in any list, they would have to be listed in the top ten): Batman and Superman. In case you’re wondering, I still have the issues – Batman Family #10 and Superman Family #181.

Superman is the longest running, continually published character in American literary history. Let that sink in for a moment. No other creation of any American writer or artist has been in continual publication as long as Superman has. That is something. That is special. That is powerful.

Superman is one of the most recognizable characters in the world, any quick search will convince one of that. And, today, the comic book in which he first appeared reaches its astounding 1000th issue. That is not a typo. Superman’s Action Comics hits number 1000 today.

Superman has not simply appeared in Action Comics, of course. He has starred in his eponymous title and in many, many others. He has starred in a newspaper strip, in radio and television and movies. He has been featured in video games and music and cartoons. He is all but ubiquitous.

The question, then, must be why? Why has Superman remained part of American (and world) consciousness for all these years? Why do we still look up in the sky?

One could discuss Superman as a myth or as the genesis of the superhero or as a stand in for Moses or Jesus Christ. These reasons could be posited as causes for his longevity and I would not argue with them. But I have another.

Superman endures because what he stands for endures. Superman fights a never-ending battle. It is a battle of absolutes. There is good. There is evil. Good people resist evil. They resist temptation. They resist taking the easy way out. Superman stands for all that has been good, is good and can be good again in humanity. Superman, as he beautifully says in the majestic and (in my not-so-humble opinion) misunderstood 2013 film Man of Steel, stands for hope.

He would have made a wonderful educator, this Superman, this hero who fights a never-ending battle, who does not give up, who is a champion of truth. He would have been an amazing teacher, a role model who has endless reserves, who rallies in the face of injustice, who empowers those around him. He would have been a inspiration in a classroom.

Oh, wait. He very much is.

Superman, as I have written about before and in my accompanying blog Superheroic Leadership, inspired me. He inspired me to read. He inspired me, “in his guise as Clark Kent” to write. He inspired me to lead.

Clearly, I am not alone.

1000 issues. 80 years. A massive and recognizable presence in the world.

I guess that is why they call him Superman.

I know this: my life would be much, much different without him.

EduQuote of the Week: April 2 – 8, 2018

Golden Rule Week

In nearly every religion I am aware of, there is a variation of the golden rule. And even for the non-religious, it is a tenet of people who believe in humanistic principles.

– Hillary Clinton

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Teach & Serve III, No. 32 – Settle In; Don’t Settle For

Teach & Serve III, No. 32 – Settle In; Don’t Settle For

March 21, 2018

One of the best parts of this work is the cyclic nature of it. We simply must guard against giving in to the troughs in that cycle. We must remember the peaks are coming.

We must never settle for.

I have found it most difficult to explain to my friends and family who work in fields other than education what the months of February, March and April can feel like in the school setting. There is a certain malaise that I have found creeps in, a feeling wrought of early mornings in darkness followed by late evenings in darkness. A concern – unrealistic and unfounded – that the school year will never end, that we are locked in a Groundhog Day of educational proportions that will never let us go.

Rationally, we know this is untrue, but there is something about these late winter, early spring weeks that make us believe it might – just might – be.

The temptation in these months is to settle for. To settle for less than the best effort our students can give us. To settle for less than what we expect from our staffs and colleagues in terms professionalism and conduct. To settle for less than what we know we of ourselves to be capable.

We can make excuses. We can find reasons – often good and legitimate ones – for our failings and for failings of those around us. We can allow ourselves to settle for.

This is not the time to settle for but it may be the time to settle in.

Recognizing that there are segments of the year, pages on the calendar that are more promising or less promising for innovation and creativity, understanding that sometimes it is all right to look ahead and conclude that moving forward in the direction we are already heading without massive course correction is more than acceptable, settling in is an excellent decision.

The energy will return as the end of the year approaches. It ever does. The promise of summer and renewal and breaks will fire the spirit and rekindle the enthusiasm. Teachers will look ahead to the promise of what is to come and students to the next steps in their lives and everything that was old will seem new again.

The key is to never settle for, but to know when to settle in, to ride out the ebb in energy, to await the coming of renewal.

One of the best parts of this work is the cyclic nature of it. We simply must guard against giving in to the troughs in that cycle. We must remember the peaks are coming.

We must never settle for.

EduQuote of the Week: March 19 – 25, 2018

Shakespeare Week

He breathed upon dead bodies and brought them into life. Nor sequent centuries could hit Orbit and sum of Shakespeare’s wit.

– Ralph Waldo Emerson

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EduQuote of the Week: March 5 – 11, 2018

Will Eisner’s Birthday

I want to point out to adults that there is a world of good material available to you now in comic form – in this medium – and learn to give it your support because the more you support it, the better the material will be as it comes out.

– Will Eisner

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EduQuote of the Week: February 26 – March 4, 2018

Peace Corps Week

But if the life will not be easy, it will be rich and satisfying. For every young American who participates in the Peace Corps-who works in a foreign land-will know that he or she is sharing in the great common task of bringing to man that decent way of life which is the foundation of freedom and a condition of peace.

– John F. Kennedy

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EduQuote of the Week: February 19 – 25, 2018

Sisterhood and Brotherhood Week

It’s a commonly expressed and rather nice, romantic notion that we are all “sisters” and “brothers.” Let’s be real. Fact is, we might be better served to accept that we are all siblings. Siblings fight, pull each other’s hair, steal stuff, and accuse each other indiscriminately. But siblings also know the undeniable fact that they are the same blood, share the same origins, and are family.

– Vera Nazarian

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Superheroic Leadership Vol. 1 No. 13 – Power and Responsibility

Superheroic Leadership Vol. I * No. 13

Power and Responsibility

Superheroic Leadership is a light-hearted examination of what superheroic figures have to teach about leadership and what I have learned from their adventures.


If you have seen a Spider-Man (and, yes, the use of the hyphen is correct!) movie, then you are likely to be familiar with this mantra: “With great power comes great responsibility.”

Peter Parker’s uncle Ben shared this nugget of wisdom with his young nephew shortly before the old man met his fate – a fate (in an ironic twist of fate) Peter could have prevented.

Ben did not know his nephew was endowed with super powers. He did not know that his nephew would, eventually, become one of the most recognizable superheroes in the world. What he did know is that people have power. They have power to affect change.

His challenge to Peter is to use his power – whatever power he has – for good. He reminds him that, to do nothing when you can do something, is wrong. If one possesses the power to act for the good of others, they should.

What a message this is to all of us. Of the many, many messages that comic books and super hero movies and pop culture conveys, this is one of my favorites because it is simple and it is powerful.

If you have blessings, use them.

If you have power, exercise it for good.

If you are privileged, you have responsibilities.

Follow them.

Follow Spider-Man.

There are worse role models…

 

EduQuote of the Week: February 12 – 18, 2018

Take Your Family to Work Week

I actually look forward to Take Your Daughter to Work Day. I’m not great with kids, but I want to get better. Because I’m getting married. So I put on a bunch of extra candy on my desk so the kids will come talk to me. Like the witch in “Hansel and Gretel” so kids will come talk to me.

– Pam Beasley, The Office

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Teach & Serve III, No. 26 – When Leadership Lets Us Down

Teach & Serve III, No. 26 – When Leadership Lets Us Down

February 7, 2018

What happens when we find that we have – in good faith – done all we can to eliminate issues, to find middle ground, to offer constructive approaches, to build and become bridges? What do we do when our leadership is actually not very good or working in ways that counter the well-being of the school?

This week, I have the great pleasure of working with a group of educators from Jesuit schools across the US and Canada as they focus on what makes them great leaders and what they can do to make themselves even better. This is such a terrific blessing of my work and it challenges me to focus in on significant questions facing educational leaders today.

Many (most?) of the blogs I have composed for Teach & Serve reflect on or reference conditions wherein good leadership is present in a school. They are written from a perspective assuming solid norms and procedures, relatively healthy environments and excellent standards for behavior.  

Let us be honest: those conditions do not always pertain.

Where does that leave individuals who wish optimal (or, at least, functional) leadership is in play? Where does that leave those who aspire to greater things for themselves and for their schools? Where does that leave people who seek perpetual improvement?

These are challenging questions, to be sure.

But there are answers.

Like the best answers, they start from within us. They start with us making honest and clear assessments of who we are in our leadership and of how we relate to the leaders and systems around us. The best answers ask us to ask ourselves hard questions.

And to answer them.

Good leaders know that one of the fundamental qualities of leadership is authenticity. I have written previously that I believe it to be the central and most important quality of a good leader. Good leaders, then, take the questions they are posing outward and turn them within.

If leadership is bad in our schools, we must ask ourselves if we are part of the issue. What role have we played to sour the milk? Have we contributed to an environment that is less than ideal? We must be willing to examine ourselves as a necessary first step.

And what happens, then, if we find that we have – in good faith – done all we can to eliminate issues, to find middle ground, to offer constructive approaches, to build and become bridges? What do we do when our leadership is actually not very good or working in ways that counter the well-being of the school?

We must, then, assess what change we can make from where we are. We must consider who we can help and for what reason. If our challenge of authority and status quo and broken systems is for the good of our students (and the good of the adult community – a secondary good; students come first) then we are called to confront.

We must respectfully disagree and offer alternatives. We must exercise the authority we have as teachers and as educational leaders within the same structures our chairs and administrators occupy. We must speak truth – truth to colleagues, truth to power. We must do so offering suggestions and solutions, through-lines and conclusions and ways forward. We must be willing to suffer slings, arrows, criticisms and critiques.

When we are authentic, when we act from our true selves, all of this, though incredibly heavy to shoulder, is worth the weight.

If our systems hurt our students, if our leaders are negligent in their most important tasks, they must be examined and changed. They might even need to be set aside or torn down.

However, our seats in the school, our positions and our power along with the management and leadership styles of our superiors may make true and lasting collaboration and change so difficult as to be impossible.

This can be a bleak state of affairs and cause crises of the heart.

When leadership does not work and is unwilling to reflect and consider change, authentic leaders are in painful positions. If one has done all one can on behalf of students to confront challenges and bad actors, to affect change and to advance the institution and there is no way forward, another question comes into play: is my presence here so important for those I serve that I must stay?

If the answer is yes, it is good to remember that systems alter over time and leaders do not stay in place forever.

If the answer is no, it may well be time for an individual to change one’s circumstance. While that is easier written than done, it may be an inevitable conclusion and a legitimate alternative to continuing frustration and pain.

The best answers start from within. Knowing ourselves is a significant key.