Saturday, October 18, 2008



If we, as educational leaders, allow "pits" to influence our attitude and professional relationships, our personal value set will, in turn, be better received and embraced by those we lead. If we are emotional beings in a social setting, then "pits" is integral to advance educational policy, accomplish organizational goals, and foster a healthy & supportive work environment for our respective educational institutions. We live in a world compounded by infinite computerized and electronic technologies. A shared sentiment of colleagues and educational organization constituent groups is the demand for instantaneous, timely, and accurate information that positively effects progress towards the needed changes in K-20 education. Do we want to make the time to implement the leadership philosophy that "pits" portrays? Do we make time to personalize and/or interpersonalize the work environment? Is [inter]personalization valued within an educational organization? It is certainly not rewarded. What IS rewarded is the tangible outcomes of student scores/grades, graduation rates, and cutting edge published research. My hypothesis is that the intangible intrinsic personal and interpersonal relationships cultivated and developed within educational organizations positively effect student academic outcomes. But as budget cuts continue, [inter]personal types of support programs for educational leaders will diminish. As salaries continue to not fall into alignment with the time, energy, and work educational leaders put into their professions, their extrinsic motivation decreases. Intrinsic motivation only lasts for so long...

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