is magazine 8.1 - Autumn/Spring 2005 - International Schools ...

Giving heads some headroom
Giving heads some
headroom
Boyd Roberts attends a program at the Klingenstein
Center in New York, where heads can reflect on the
business of being a head
Two weeks out of school giving ‘headroom’ – space and time for
heads to reflect on the business of being a head of school, the
challenges, the rewards, and the importance of the role in society:
this was the prospect afforded by the Visiting Fellowship program
at the Klingenstein Center, Teachers College, Columbia
University, New York, which I was privileged to join in
January/February this year.
The Klingenstein Center is very unusual, if not unique, in concentrating
on independent schools. Founded in 1977, the Center
is named after the Esther A and Joseph Klingenstein Fund, which
has supported it from the beginning. Also there from the start has
been its founder, Professor Pearl Rock Kane, a dynamo who works
indefatigably for the Center, its programs and students.
I first got to hear of the Visiting Fellowship program through a
talk given by Pearl at an ECIS Spring administrators’ conference
a few years ago. This was part of a deliberate attempt to attract
people in international schools to the Center’s activities. Heads
may recently have received an email through COIS announcing
the Visiting Fellowship program for 2006.
The Visiting Fellowship program draws together about 20 heads
of independent schools, mainly from the US, but also from other
countries, for a period of immersion in academic study, reflection
and research. The program this year included heads from a wide
variety of schools in the US, ranging from prestigious college
preparatory schools, to a school for the gifted founded by the current
head; from religious schools to a school doing amazing work
in an inner city black community, and catering for all ages from
KG to high school seniors.
The 22 US heads were joined by three of us from other countries,
two heads of South African schools, and me from an international
college in the UK. We were selected from a considerably
larger group of applicants, and for each of us, the other heads
formed part of the extraordinary resources of the program.
The other four elements were the able and challenging faculty
of Teachers College, coordinated by Pearl herself; students on
other programs at Teachers College; the facilities and resources of
Columbia – notably its fabulous libraries; and the backdrop of
New York City. What Dr Johnson said of London in 1777 surely
applies equally to NYC (and London) today: “When a man tires
of London, he is tired of life.”
All of us on the program were comfortably accommodated in a
hotel on the Upper West Side of Manhattan, about 30 blocks
south of the Columbia campus, and opposite two fabled delis.
We were immediately immersed in what initially seemed like
rather arcane philosophy. We had been sent a fair amount of reading
material beforehand, and so had already worked our way
through the writings of Michel de Montaigne, a 17th century
French lawyer who had some sharp thoughts about education –
among much else. It took some time for brains to change gear
from the preoccupations of running 21st century schools, to
thoughts on the upbringing and education of children written
over 300 years ago.
Then on to the great 20th century philosopher of education
John Dewey, who taught at Teachers College. Our deliberations
were guided by Professor David Hansen, who writes on moral
aspects of education. I was impressed that he drew little plans of
where we were sitting in class, and annotated these to remind him
of what we had said in discussion so that he could refer back to our
contributions later – a good trick!
We began work on Day 1 on our research topics, identified as
part of our applications. We were introduced to the library, and
shown how to use software to assist in research. During the first
week, our research topics were discussed and focussed. We also
met students on the year-long Private School Leadership program.
They were able and committed educators still at earlier stages of
their careers. During the two weeks, we had a number of very
enriching sessions with them.
In the evenings, we fellows got together in various combinations,
to sample the varied cuisines available in NYC, or to avail
ourselves of its cultural resources, including a guided tour of the
Metropolitan Museum.
By the end of the first week, work began on the assignments we
had to complete. The weekend was spent in the library, with a
welcome break to see La Cage aux Folles on Broadway.
Some of us were suffering withdrawal symptoms from children
by the end of week one – apparently stronger among primary than
secondary school heads. Week two restored the balance. We visited
small schools and charter schools in NYC.
We read research on the effectiveness of small schools; we considered
the shortcomings of US high school graduation requirements
and we explored other key issues in the current US educational
scene. We considered the tension between state and private
education, and we continued our seminars with the Private
School Leadership students on our own case studies on challenging
professional situations.
Before we knew it, the two weeks were over, we had presented
our research findings, we had considered our ‘re-entry’ to the
world of school, and we had celebrated our time with the faculty,
and members of the Klingenstein family.
Looking back, it seems a long time ago. But what an impact it
had. It was chastening to be a student again, to stay up most of the
night completing essays, and to have that pleasure of immersion
in ideas for their own sake. I am sure all of us viewed our work differently
on our return to our schools.
The Visiting Fellowship program comes highly recommended.
It is also generously funded, covering tuition and accommodation,
and some cultural activities.
The Klingenstein Center provides four other programs. The
one year Private Leadership Program for potential school leaders
leads to a masters degree. The Leadership Academy takes place
during two summers with work continuing while back in school.
The Summer Institute is pitched at young educators, intended to
build on and maintain their enthusiasm for education. The Joseph
Klingenstein Fellows Program funds a semester or a year of study
and reflection.
For details of all these programs visit www.klingenstein.org
Boyd Roberts was Principal of St Clare’s, Oxford from 1998–2005,
and a Visiting Fellow at the Klingenstein Center in 2005. He is now a
consultant in international education.
24Spring
is Autumn 2005