While Google’s dominance appears certain, educational leadership does not. It would be nice to think that merely using Google’s tools would help one be a better leader. Certainly, as an edtech advocate, I like to think that have access to social media tools would make communicating and collaborating easier…and isn’t better communication, increased collaboration a critical part of being a leader?

Pete Reilly (EdTech Journeys) makes the following remark in response to my blog entry about 5 Google-Powered Leadership Expectations:

Miguel.
“Improve Education Leadership in the Age of Google?” Who declared this the Age of Google?

But I digress…Nothing I see in the outline addresses improving the leadership of administrators. I see tasks that improve the tools they use.

If I am an administrator that is a control freak, a micro-manager, or the opposite (no followup); if I am a an administrator that doesn’t take responsibility when things aren’t going well but takes all the accolades when things go well, if I am afraid to take risks, or if I am a political animal that wants to look good above all; if I am someone who is super judgmental and negative about the people I work with, if I talk behind people’s backs, if I am not organized, if I don’t listen well, if I am motivated only by my own agenda, if I say one thing and do another…(the list goes on)…I respectfully submit that the items on the Google list miss the mark.

An ineffective leader using the latest tools will remain an ineffective leader.

In my experience developing leaders requires developing people.

If we are going to transform teaching and learning, we need a new generation of innovative and transformative leaders.

in gratitude,
pete

As I consider Pete’s words, I keep coming back to the statement he makes highlighted in bold. Leadership flows from knowing, not how to use the latest tools, but developing people. Yet, what happens when leaders do not know how to develop people, or are unwilling to be “developed” themselves? How do they learn how to do everything, as the Hadza do while digging for tubers (Reference to The Leadership Dojo) including use of the tools?

If everyone needs to know how to do everything, is there any reason for administrators to not learn how to use the latest tools, even though their grasp of develop people may be imperfect?

In his book, The Leadership Dojo, Richard Strozzi-Heckler, shares 3 broad categories that encompass leadership capabilities:

  1. Intelligence
  2. Technical skills and knowledge of his or her industry
  3. Being a particular kind of person or self
Could the GTA for Administrators help “education leaders” address the technical skills capabilities? While GTA for Admin is clearly NOT designed to develop a particular kind of person or self, as Strozzi-Heckler suggest is key, it may help facilitate the technical skills.
But should these skills–those of Google–be the ones leaders in education are developing? Or, will it predispose another generation of educators to using cloud computing resources that fall under the aegis of a for profit company?


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Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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