As Carmen Fariña begins her first full school year as NYC chancellor, now is a good time for us to step back and reflect on how Ms. Fariña is doing from a socio-ecological perspective of leadership.
What might such a perspective of leadership entail? Glad you asked! Looking back through common themes we’ve explored on this blog, some relevant criteria that emerge could be as follows:
A leader who recognizes schools as ecosystems . . .
- Values inclusion and diversity (1, 2, 3, 4, 5, 6, 7)
- Consistently observes local conditions (1, 2, 3, 4, 5)
- Plays the long game (1, 2, 3, 4, 5)
- Models active listening (1, 2, 3, 4)
- Applies intensive management (1, 2, 3, 4)
- Displays a willingness to try different things (1, 2, 3, 4)
- Utilizes the principle of obliquity (1, 2, 3)
- Sweats the small stuff (1, 2, 3)
- Demonstrates humility (1, 2)
- Facilitates the confrontation of the brutal facts (1, 2)
We could keep going deeper into the sort of systems and investments such a leader might make, such as a focus on developing collaborative relationships, building in redundancy and robustness, creating greater optionality, investing in initial conditions, and investing in infrastructure, but just in terms of leadership, I think this provides us with a good start.
So by the aforementioned criteria, how is Carmen Fariña doing as a leader of NYC’s hugely complex school system?
Here’s what Ms. Fariña has done thus far in her tenure as chancellor:
- Made parental engagement one of her top priorities.
- Focused on elevating the role of the arts and extracurricular activities in schools.
- Constantly stepped foot into a variety of schools, focusing on concrete feedback to school leaders, rather than needless politicizing.
- Removed letter grades from school progress reports, making progress reports based primarily upon quality reviews from actual observation and contextual knowledge, rather than decontextualized data points.
- Implemented a series of pilots throughout the city to test out new initiatives.
- Demonstrated a vision for the sustainability of the profession by requiring longevity and experience for leadership roles in schools and districts.
- 2014-15’s Citywide Instructional Expectations establish a continuum from prior CIE’s, rather than throwing out the baby with the bathwater. Continues to push for the positive intent and implementation of the Common Core.
- Collaborates deliberately and strategically with the teacher’s union.
In sum, Ms. Fariña is shaping up to demonstrate the qualities of a leader who recognizes schools as complex systems and is able and willing to both intensively manage, while simultaneously maintain flexibility and empathy. Her actions and words thus far align well with the criteria of a leader with a socio-ecological mindset.
There may things going on politically behind the scenes at Tweed I don’t know about, and I may not agree with all of her positions, most especially her obvious coziness with Teacher’s College Reading and Writing Project and stress on independent reading. But Fariña’s leadership has palpably shifted the tone in NYC, and I’m excited to see how her initiatives will continue to develop and play out, and hopefully she will continue to provide a positive model to other leaders across the country.