In my last entry (“Power and the ‘Big Six’”), I introduced six factors that influence how power plays out. I’d like to spend some time reflecting on the first factor – gender.
To begin, a disclaimer: I’m a white, heterosexual male talking about gender issues; I am writing not as an expert, but through the lens of my experience. That said, I think my own experience is telling. I became a vice principal at the age of 26 and a principal of a school of over 400 students at the age of 29. Looking back, I believe my “maleness” played a significant factor in my movement into leadership – into positions of power.
Once, to a group of principals, I described a long day at my school this way: “I dropped in bed at ten after calling two sets of frustrated parents who didn’t like the discipline I gave to their kids; that was after supervising rowdy kids at a game; that was after a faculty meeting where a dream I had caught more ice than fire; that was after a teacher evaluation session in which the teacher said: ‘You seem so rushed, you hardly listen’; and that followed my skipping my prayer time in the morning.” Continue reading
One of the topics I often cover in board development workshops is the concept and practice of establishing a model for board member succession. Whether the transition of board members happens based on the expiration of the defined term, in crisis due to disciplinary reasons, or in the event of the resignation or death of a board member, your board policy should clearly lay out the exit and replacement procedures.
It struck me the other morning while reading Acts 1 that God’s Word provides us with a great example of board succession in a crisis situation—the sudden death of a board member. (If he had not died, he would have been removed for disciplinary reasons, I might add!)
Did you catch Gayle Monsma’s recent CSI webinar, “A Framework for Authentic and Integral Christian Education”? Monsma elaborates on a helpful way of thinking about our task as Christian educators and leaders. Attributed to N.T. Wright (but actually differing slightly), Monsma asks us to consider the following scenario:
Imagine you are on an archaeological dig and uncover a previously unknown Shakespeare play. The play is in five acts, and you have managed to recover the first three and the final acts, but Act 4 is missing. Your task is to write Act 4, fully honoring the context found in Acts 1-3 and 5.