GRADUATES N E WSL E TTER gcLi Volume 15 | Winter/Spring 2019-2020 | Gardner Carney Leadership Institute

1 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher of generous people. Donors who provide support to the We know that there are many demands on your philan- gcLi allow us ever greater reach in the research, develop- thropic purse and remain very grateful for your interest in MISSION: EDUCATING TEACHERS TO TEACH LEADERSHIP TO STUDENTS ment and practice of the gcLi Leadership Lab. Financial and support of the gcLi­— Educating Teachers to Teach Lead- gifts over the past 15 years have been accumulated into the ership to Students. VISION: OUR VISION IS A WORLD WHERE PK-12 TEACHERS INTENTIONALLY gcLi Restricted Endowment at Fountain Valley School. With We look forward already to the 16th gcLi Leadership Lab DEVELOP THE LEADERSHIP POTENTIAL OF STUDENTS sound endowment management and strict adherence to in June of ’20. Thank you for sharing in our mission and for the preservation of capital, we have been able to ensure the joining in the work that we do with your continued support. longevity of those gifts to support our mission. Not a nickel has been spent on operations, only income.

through a greater understanding of the application of this emerging research to the learning, we can better prepare We recognize fully the number of requests for your financial help seems never-ending. We hope that you can find a place teachers to teach leadership. among your many commitments to support the gcLi. Tax deductible contributions to the gcLi can be made online The Lab is therefore constantly evolving. Real and sub- www.gcLiLeadership.org or by check made to: gcLi Restricted Endowment Fund at Fountain Valley School sent to: stantive changes are incorporated annually into the curricu- Fountain Valley School, 6155 Fountain Valley Road, Colorado Springs, CO 80911 lum, reflecting the lessons learned from the previous year. To arrange gifts and securities, please call or email: Linda Arguello 719-391-5349 [email protected] We are ever exploring ways to enhance the experience in FVS is an IRS 501(c)(3) qualifying institution; tax number 84-0423922 order to ensure the Leadership Lab robustly reflects the core principles of the Institute. To wit, in preparation for the 15th anniversary of the Lead- ership Lab, the faculty met for two days in Boston during the winter of ’19 to challenge who we are, what we do, why we gated conflict arising from a host of areas and are forced to do it and how we can do it better. Importantly, there was think through how to lead and support in equal measure for a strong shift in the Lab curriculum to experientially based the success of the group. learning. The results were palpable. The annual survey of the Those meaningful experiences and the sound frame- graduates at the end of LL ‘19 registered a solid endorse- work of the Pedagogy of Leadership® leave our graduates ment of the methodology. well prepared to return to their schools and to have a The graduates of the gcLi are real pros. They are educa- significant impact on helping their students learn to lead. MESSAGE FROM tors who have left the Leadership Lab better able to aid We’ve implemented a mentorship program where each in the growth and development of their students through Lab group meets virtually once a month. Through this pro- THE FOUNDER their experience with the gcLi Pedagogy of Leadership®. gram we have seen the concepts taught at the Lab and the These professionals understand how to challenge and en- Pedagogy of Leadership® come to fruition, implemented By James H. Carney II gage their students purposefully, inside and outside the and forever impacting attendees, students and schools, classroom. As a practice, they strive to enrich their learning creating lasting change. LITTLE DID WE KNOW THE IMPACT we would have when by continued development of the skills necessary to meet The mentorship groups continue to provide support as we gathered in Colorado Springs, June of 2005, for the first the needs of their students. their colleagues work to build trust in their communities Leadership Lab. Fifteen years later, more than 750 teach- This happens with an enormous commitment by school and to draw students and other teachers into the work of ers and administrators have graduated, representing over leaders with vision, by the teachers in those schools with developing leadership capacity. The results are positive 370 schools from here and abroad. Today, approximately high motivation, and by the faculty of the Lab with the desire MESSAGE FROM THE and obvious as students are having immediate and signifi- 100,000 students are engaging with the Pedagogy of Lead- and aptitude to deliver the Pedagogy of Leadership®. cant impact on the function of their schools. ership® daily in schools across the land. Still, the work of each Lab has stood on the shoulders of EXECUTIVE DIRECTOR The gcLi Restricted Endowment, held in trust at Fountain The Gardner Carney Leadership Institute believes, per- the previous Lab throughout the history of the gcLi. Educa- By Jeremy LaCasse Valley School, enables us to do more work—outreach and haps now more than ever, that there is an urgent need to tional research remains at the core of the gcLi. education, curriculum development, and research­—to find prepare young people to become capable citizens and For 15 years, the faculty of the Leadership Lab has been EACH DAY, GCLI LEADERSHIP LAB GRADUATES engage the best path for teaching leadership. The gcLi draws only agents of change in the world. We remain committed to systematically soliciting measurable feedback from our grad- students across the country, and, through small and large from the growth of the endowment, ensuring that each dol- the idea that leadership is a skill set that can be taught. We uates, supported by a comprehensive Likert survey adminis- interactions, shape how those students learn to lead. The lar contributed remains in that trust and each gift promises believe that teachers are in the best position to prepare trated with every graduating participant at the conclusion of significance of those interactions cannot be overstated and to support our work in perpetuity. students for this work, and we recognize that those teach- every Lab. We now have 15 years of data that measures the results speak for themselves. While the founding values of the Leadership Lab ‘05 (the ers need tools, resources, and professional networks to do results and informs the on-going curriculum development. Participant groups work together to solve novel chal- very first Leadership Lab) are still central to the teaching of this work; hence, the Leadership Lab and the Pedagogy of Dr. JoAnn Deak, expert in the field of brain science as it lenges, a critical component for teaching leadership. Feed- leadership, the Lab incorporates all of the learning from the Leadership®. applies to the classroom, has been central to the success of back, an essential element in teaching leadership, is critical previous 15 Leadership Labs. The results are playing out in The gcLi rigorously follows the expanding research in the gcLi. As the Institute Scholar Emerita, Dr. Deak and I sat to the work of teachers and the Pedagogy of Leadership®. real time as our graduates from ‘19 make their way through brain science as it applies to the classroom. We obsess over down this summer to reflect on the gcLi, its development, Most notably, the work our participants do in small groups — the art and science of the gcLi Mission, Educating Teachers the emerging knowledge surrounding social, emotional and the lessons we have learned along the way. You may similar to the holding environments that most schools uti- to Teach Leadership to Students. Learn more about the stel- and cultural intelligence as being integral to the on-going watch our talk at gcLiLeadership.org lize —is a significant point of learning for our participants. As lar work of the Leadership Lab graduates, their students and development of the curriculum. We remain confident that Yet, so much of what we do depends on the commitment those small groups engaged in solving problems, they navi- global leaders at gcLiLeadership.org/blog

2 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 3 INTRODUCING OUR TWO NEW FACULTY MEMBERS: INTRODUCING OUR TWO NEW GCLI TEAM MEMBERS: KATHERINE BERDY & ANDREW PRINCE KATE WADE & NATALIE SIMMS

CONTINUING OUR STRONG TRADITION of WE ARE THRILLED to have two tremendously dedicated and able faculty, KATHERINE BERDY, capable graduates coming on board to join the LL ‘14, Scholar ’18, and Extension Group Facilitator gcLi team this year. KATE WADE as Editor in Chief and ANDREW PRINCE, LL ‘19, join the faculty of the of the gcLi Leadership Blog; gcLi LL graduate 2011, gcLi Leadership Lab. Each has done tremendous Scholar 2013 and Scholarship recipient 2014, and work in the Pedagogy of Leadership®; Katherine NATALIE SIMMS as Director of Social Media; through her leadership center and Andrew through gcLi LL graduate 2012 & Scholar 2015. They work his diversity, equity and inclusion work. They will join tirelessly to connect our graduates to critical devel- us in June for the Leadership Lab ’20, bringing both opments around the Pedagogy of Leadership®. great wisdom and new insight to help us continually find the best ways to help our participants prepare KATE WADE to teach leadership. I’m thrilled to step into the role of Editor in Chief of the gcLi Leadership Blog and am harnessing all of my Leadership KATHERINE BERDY Lab lessons as I partner with the faculty and extended gcLi In 2014, I arrived at gcLi fully intending to bring back a sin- family to craft a blog experience that highlights global, gular, prescriptive system for how to teach leadership to pedagogical, and programmatic content that appeals to a cadre of students with diverse skills, backgrounds, and our diverse and emerging audience. experiences. Yes, I arrived a naïve, new leadership educator, but I left informed, emboldened, and supported in ways With new initiatives and formats, I hope to scale our reach that helped me build a program that works for my unique and engage more voices, from Lab grads to global leaders school and students. Thankfully, gcLi did not give me the to the very students in front of us. I believe wholeheartedly pre-packaged “How to Teach Leadership” I originally hoped in the gcLi mission and am honored to be a steward of the for; rather, it gave me a rich and more compelling founda- Pedagogy of Leadership®. I invite you to email me direc- tional “Why” that continues to challenge and enrich my tly at [email protected] with an idea for our next own pedagogical practice and beliefs. Like the myriad of article! definitions of the word “leadership,” there are a myriad of ways to approach how we teach it, but it’s imperative that NATALIE SIMMS we do just that— teach it. I am thrilled to return to share The Gardner Carney Leadership Institute shifted my entire my journey as a leadership educator and the story of The career tract in every positive way possible. Not only did my C. Kyser Miree Ethical Leadership Center. More important- participation in the Lab help me professionally, but what ly, I cannot wait to continue my own educational growth I’ve learned from this group of educators as I’ve remained through interactions with the next class of Lab participants connected has inspired me in my personal life as well. Simply and fellow faculty. put, gcLi has become a major part of my life because it embodies many of the qualities of who I strive to become. ANDREW PRINCE I am honored to serve with this group of compassionate, I am thrilled to be joining the gcLi faculty for the coming driven, thoughtful educators. summer. As an attendee, I sincerely enjoyed the opportunity to collaborate with talented and capable peers endeavor- As the Social Media Director for gcLi, the opportunity to ing to improve our practice and an important part of this engage a larger community and therefore extend the work was the deft facilitation of the gcLi faculty. I relish the reach of the incredible work of the gcLi exists. Our social opportunity to help others work through the gcLi curricu- media platforms help to create a connective web which lum in order to enhance their abilities to foster leadership in keeps graduates engaged. Through live participation during young people. I am particularly excited to do this work with the Leadership Lab and outreach through the year, I will a keen eye to social justice leadership. It is often difficult to create a safe space where educators, parents, and interest- stand up for the rights and privileges of others and we must ed friends can come to engage in productive conversations prepare students to do so if they are to create the kind of about the Pedagogy of Leadership®. These conversations globally interconnected world that will benefit us all. will inspire us to do this work in our classrooms and homes.

4 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 5 Photo: julesgriff. Attribution-Share Alike 2.0 Generic Tournament of Champions was the next in line. They went like dominoes after that and now we have equal prize money at all of the top squash events as of August 1st of 2018.

HS: Your son has clearly been raised with some kind of awareness, some kind of ability to see disparity or dis- crepancy, as well as character, too. Everything he shared embodies who you are, and mirrors your company’s mis- sion statement: Equality, Leadership, Empowerment. What were you teaching your son and his two sisters because we should all be teaching our children to have this awareness! What were you talking about around the dinner table?

AB: I was just raising my kids, to be honest with you; I was the men it was $115,000. You can see what the optics looked keeping my head above water with three kids, a busy life, like, these two thermometers side by side. Alex said to me, and husband. My husband and I taught our children, like “Mom, why do the women get paid so much less than the our parents taught us, to treat people the way you want to men?” I’m looking at him, and before I could even figure out be treated. Treat people equally no matter their station in how to explain this to an 11-year-old boy, he said, “Mom, life. It’s the golden rule. It’s so simple. It might sound like a can’t you do something about it?” cliché, but really at the end of the day, if you just treat other That is how I got launched on this amazing journey and people the way you would want to be treated, you’re half- career. I waited until the tournament was over and called my way there in life, more than halfway there in life! It’s what I’ve friend and colleague who owns the tournament, and I said, always told the kids; they still talk about it today as adults. “The optics alone aren’t very good. And, you know, it’s not good for you, it’s not good for J.P. Morgan, the title spon- sor.” It’s just not right to have such a big discrepancy in the It might sound like a cliché, but really prize money. It was sort of the same old story, you still hear at the end of the day, if you just treat today,”Well, nobody comes to watch the women.” That’s other people the way you would want to why sponsors and partners don’t put money into the draw. I GLOBAL LEADERSHIP INTERVIEW: said, “Why don’t we look at the draw and see if there’s a way be treated, you’re halfway there in life, that we could create an event around the women?” We did more than halfway there in life! It’s what ASHLEY BERNHARD and suggested we create an award for women’s leadership. Our mission statement for that award is very simple and it’s I’ve always told the kids; they still talk a guiding light for everything that I do that’s sports related. about it today as adults. Ashley Bernhard is this year’s recipient of the “Citizen of of the World Award). Bernhard’s philosophy of equality, The J.P. Morgan Tournament of Champions, Women’s Lead- the World Award” presented by the Hospitality Committee leadership, and empowerment is simple: treat people, no ership Program supports female athletes, women who lead, for United Nations Delegations. She is interviewed by Halle matter their station in life, the way you want to be treated, and equality. The women we honor inspire us with their Sherwin, an independent digital marketing and media con- and you can effect change. accomplishments on and off the court. By year three, we had HS: Flash forward from that defining moment to now: sultant. Halle is an integral member of The Gardner Carney equal prize money and equal draw sizes and anywhere from you’ve received the 2019 Citizen of the World Award from Leadership Institute’s marketing team. Halle Sherwin: Ashley, thank you so much for taking the a third to half of our attendees are men, which is really great. the Hospitality Committee for United Nations Delegations, time to speak with us to share your passion and the work presented to an individual who has made an extraordinary ASHLEY BERNHARD is the Founder and CEO of Haven you’ve done to create equality, leadership, and empower- HS: What’s so funny to me, Ashley, is when we got on the commitment to equality, peace, justice, and/or human rights. Hill, dedicated to developing and creating programs and ment. Was there a moment that changed you, a moment phone the first thing you said to me was, Halle, you know, That is absolutely remarkable. That’s a huge leap in a short events focusing on equality, leadership and empowerment. when you realized this was something you had to do? I’m not a risk taker or a gambler. period of time. How did you feel when you found out? She specializes in working with both women and men to promote gender equality, inspiring the next generation of Ashley Bernhard: There is a definite, absolute moment in AB: It’s true! AB: Well, I was completely shocked. I’m so humbled by leaders. time. January of 2013, I was taking our son Alex, who was being honored in this way because I love what I do. I just Bernhard is the recipient of the 2019 Citizen of the World 11 years old, to the finals of the J.P. Morgan Tournament of HS: No, it’s not true! Your 11-year-old son said, mom, can’t put one foot in front of the other each day, with each proj- Award from the Hospitality Committee for United Nations Champions, one of the world series events of professional you do something about this? You picked up a phone, you ect, and I throw my passion into whatever I’m doing. It was Delegations. The Citizen of the World Award is presented squash. It’s hosted in New York City in Grand Central Station. made a call, and you changed everything; that’s being a risk a surprise to be recognized in this way. To be honest with to an individual who has made an extraordinary commit- A glass squash court is put up and the top players come taker and a gambler! you, I don’t think of myself as being a big deal in any way. ment to equality, peace, justice and/or human rights. Past from all over the world. Alex and I were going to watch the I’m just doing what I think is right and what I’m interested in. recipients include: Nelson R. Mandela (Freedom Award), women’s finals. There was a huge poster for the event with AB: I was trying to bring my passion and my expertise to tell Walter Cronkite (Citizen of the World Award), Jacques Yves the draw and the prize money for the men and the women. people, “It’s not just the right thing to do, it’s also the smart HS: It seems to me that that professionally your passion Cousteau (Humanitarian Award), Mrs. Nelson A. Rockefeller They also had a large thermometer, with the red line thing to do.” And sure enough, because the US Open had for equality, leadership, and empowerment started with (Citizen of the World Award), and R.E. (Ted) Turner (Citizen showing the prize money for the women at $25,000 and for already offered equal prize money the year before, The squash, correct?

6 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 7 potential program ideas for The International Day of the Girl. What happens when you hire, Because of my work with Girl Rising, I shared that Brave Girl promote, and retain women? Rising is an amazing film. It’s a fifteen minute documentary we can show and put a panel discussion around the film. The answer is always that That’s what we did; it hit capacity in two days, with 400 peo- everything goes up: your revenue, ple, and a waiting list of 100. customer satisfaction, employee HS: Ashley, the work you’ve done has made such an impact retention, creativity. across the globe, not only for girls and women in sports, but for women and men in the corporate world. Currently, what programs are you creating or developing to keep this momentum going? AB: I ended up launching my career, involved in the profes- sional squash world, before I started Haven Hill. At the time, AB: It’s one thing to talk about getting more women in there were two separate governing bodies for the sport. the pipeline or on your board in senior management. It’s There was The Professional Squash Association for the Men’s aren’t people creating more gender diverse companies or AB: Her story is amazing. Here’s the short version. Maria grew another thing to actually make it happen. I am just starting Division and the Women’s Squash Association. I was asked divisions or committees or boards? It just seems like a no up in South Waziristan, Pakistan, which is controlled by the on a project about gender diversity in finance. The finance to go on the women’s association and I quickly realized we brainer to me. How do you ignore it? How would you ignore Taliban. When she was growing up, girls were not allowed executive leading this project is one of the few men I’ve met needed to merge with the men. We did end up merging it? I started thinking, well it must be some educational blip, out of the house, let alone allowed to play sports. When she who truly understands the issue on the macro, micro, and with the men’s division and created one global governing right? Because if you are in the business of making money, was four years old, her parents came home and found that emotional level. We’ll be working with women and men in body for both men and women, The Professional Squash then you would want to know this data and you would want she had burned all of her clothing and had cut off her hair finance, creating a program focusing on solutions, training Association. That was the beginning of seeing, and really to change up your business model, right? because she would see the boys playing sports, out beyond programs, workshops and forums that will activate change treating, men and women equally, from a governance point a barrier wall around her home, and she wanted to play because there’s no point in whining and complaining about of view. I was the one person from the women’s association HS: That’s an amazing accomplishment to pull off so quickly sports, too. To her father’s credit, not only did he condone the lack of women in finance; that’s not helpful. What will be to go over to the newly merged governing body and became and successfully. Is this the point when you founded Haven this, but he agreed to help his daughter disguise herself as helpful is to be able to say to a company, here’s how we can the Deputy Chair of the PSA, with the added responsibility of Hill? a boy so that she could play sports. help you change. We’ll do that through research and the looking out for the women, making sure that this was truly a Fast forward: The CEO of the Professional Squash Associ- program we’re creating. merger and not a takeover. That’s where I really started to dig AB: Yes, though prior to founding Haven Hill, I had heard ation called me and said, Maria has a book coming out. into issues around equality, leadership, and empowerment. of this amazing man Yann Borgstedt, Founder and CEO of Can you help her, perhaps on a publicity level? I said, sure, HS: You’re pursuing so many interesting initiatives. What The Womanity Foundation. He said, “I’m an entrepreneur. though I’m not a book publicist, but because of squash, let drives you, Ashley? HS: What were some of the issues you discovered around If my investors came to me and looked at my business plan me see how I can help. She is just a very special and unique leadership? and saw that I was not using half of my assets, they would human being as well as a top squash player and I wanted AB: What’s driving me is asking myself, what can we do pull their money out and run like their hair was on fire.” And to help her any way I could. I coordinated a program for the now to make the world a better place? Meaning, if you start AB: When people who are in leadership and decision- basically, that is what we’re doing around the world in all United Nations Women’s International Forum where Maria blaming people for something that happened in the past making roles invest in women, the rising tide lifts all boats. different pockets, from western civilization to big, fancy cor- lead a discussion. and bringing all that baggage with you, you are not going That realization really flipped the switch for me. And I’ll tell porations, to rural areas in third world countries. If you’re not She was a special guest at the Samsung X Haven Hill to get anywhere. What I found that really worked is to take you why that was such a game changer for me. It’s actually a harnessing the potential of women, you are not using half of Summit Series. I was then able to facilitate an interview for the emotion of out of the issue. For example, in squash, we lot of work to merge two professional tours together. Once your assets. Hearing him speak blew me away. her with the BBC. I was trying to help her amplify her story moved so quickly to create equal prize money; it was light- it was done, I was there to push for the women. Eighteen And so underneath Haven Hill, I created The Symposium anyway I could. Getting her exposure in the US, especially ning speed compared to other sports or industries and I really months after the merger, the social media impressions for on Equality; What Happens When Businesses Invest in with the UN, led to a chain of events for Maria which pro- do think that, at the end of the day, we weren’t looking back- both the men and the women went up over 250%, the prize Women. Yann was my Keynote Speaker. The symposium was pelled her and her story to another level. I suggested her wards. You do have to understand the historical perspective money for both men and women went up over 30%, and successful because of Yann and the speakers who par- for the Wilma Rudolph Courage Award at the Women’s because it is part of the story. We were looking at what was the revenue for the Professional Squash Association went up ticipated: Alli McCartney, Managing Director UBS; Robert Sports Foundation, founded by Billie Jean King, and Maria happening right now in our sport and what’s going to be 68%. You can’t hide from the data, right? The data is saying, Reiss, CEO of The CEO Forum Group; Dr. Jeanne Zaino received the award. happening in one year, five years. We weren’t trying to blame we merged with the women, we are investing in the women. of Applied Techonomics; Angela Lee, Columbia Business men; in fact, I was trying to have men be part of the solution. It’s a really great example of the concept that “it’s not just School; Patrick Steel, CEO of POLITICO. HS: What an inspiration! Speaking of which, I’d love to hear People feel like they’re not being blamed and punished for the right thing to do, it’s the smart thing to do” because This is what I now do; I work with other people and com- more about Brave Girl Rising. you see, as I said, the rising tide lifted all boats. The men’s panies to help them see through a lens, without emotion or and women’s tours are doing better and the PSA revenue is attachment, to understand that by doing the right thing, you AB: Brave Girl Rising is a documentary short about girls in skyrocketing. From that experience, I thought, well, if we can can also make money for your company, you can be a better refugee camps and was released in February. It’s produced I always tell my kids when you’re do this for professional squash, why can’t we do this in other company. It’s so endless: just investing in girls, in education, by Girl Rising, the non-profit behind the global campaign for areas, businesses, governments? It didn’t seem like rocket affects all different kinds of things! girls’ education and empowerment. I am strategic advisor a leader, not everyone is going to science to me. What happens when you hire, promote, and on their newest documentary short Strong Girl Rising about like you or agree with you. You retain women? The answer is always that everything goes HS: Tell me how you became involved with Maria Toorpakai girls and sports. We’re currently in the fundraising stage up: your revenue, customer satisfaction, employee reten- Wazir, the young woman who wrote the book A Different Kind and the film is scheduled to be released next year. The have to push through that and do tion, creativity. I started thinking, well, this is just insane. Why of Daughter: The Girl Who Hid from the Taliban in Plain Sight. Ambassador from Monaco to the UN and I were discussing what is best.

8 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 9 Photo: European Parliament . License: https://creativecommons.org/licenses/by/2.0/deed.en something, and instead are being brought in and told they People that don’t have any power. I think that a good leader can help us figure this out, and that just changes the whole is able to bring everyone with them, like the rising tide lifting dynamic. all boats rather than just going by yourself. It’s like the saying, “If you want to go fast, go alone and if you want to go far, HS: I’d like to hear more about how leaving out the emotion go together.” To me that’s what leadership is. I always tell ultimately drives solutions, creativity, community, success, my kids when you’re a leader, not everyone is going to like a win/win. you or agree with you. You have to push through that and do what is best. AB: Well, you start by trying not to get bogged down in the . emotion of the historical perspective and it’s not easy. If you HS: What’s the first thing you do when you wake up in the feel like you have been treated unfairly, whether you’ve been morning? playing a sport for two decades or you’ve been working in a company for two decades, it’s very hard to remove yourself AB: Waking up every morning, I ask myself, how can I be of from the emotional piece. It does take a lot to not be angry service and how can I be a little bit better today than I was and frustrated and want to blame somebody for the fact yesterday? I don’t put a lot of pressure on myself by any that you haven’t been paid as much, haven’t had as many means. opportunities as somebody else. If we can step back, leave the emotion out of it, we can have people working together HS: What do you do before you go to sleep each night? rather than butting heads and blaming others for what hap- pened in the past. That’s what propels people, companies, AB: Before I turn the light out, I keep a gratitude journal, committees in every sector forward and creates success. nothing fancy, I write three things down that I was grateful for. Also, I read somewhere to think about three things that you did well that day. There’s a difference between what If we can step back, leave the emotion you’re grateful for and three things that you actually put out of it, we can have people working your energy behind that you did well. It doesn’t have to be together rather than butting heads and anything big. It can be little things. But those little moments in aggregate can lead to something bigger. Sometimes blaming others for what happened in you have to remind yourself that you actually did do three the past. That’s what propels people, good things today. If you watch yourself for a couple of weeks and then go back and look at the three things that companies, committees in every sector you jotted down before you went to sleep, it’s like, Whoa! It THE PRIMACY OF YOUTH VOICE forward and creates success. compounds and you see that you did 42 things really well! By Kate Wade, Editor in Chief, gcLi Leadership Blog

English Department Chair & Coach, The Fenn School, Concord (MA), HS: Ashley, thank you so much for your time; truly, the LL’11, gcLi Scholar ‘13, PennGSE-gcLi Scholarship ‘14 pleasure has been all mine. You’ve shared your foundation, HS: What else helps guarantee the success of an event or your approach, application, passion, dedication by showing program? us that success is simple. It’s really about common sense, MY DAUGHTER STAGED AN INTERVENTION this August. continued to make headlines and catalyze an international about putting one foot in front of the other, the importance “Mom. There’s a better way to organize. I have an idea.” conversation about the health of our planet. A Swedish AB: I really do feel very strongly about having men and of equality, leadership, and empowerment, and reminding Inspired by a YouTube video on a crafting channel, she was activist with Aspergers (her “superpower”), women part of the conversation on any program that I’m us that a rising tide lifts all boats. getting really excited about some “Mom Hacks” that she Ms. Thunberg has spoken publicly about the failure of the doing. Because even though research does show that when wanted to introduce to our family. At first, I was incredibly adults in our world to take action in response to the sci- women are together at a conference or in a program and talk AB: Thank you, Halle, for choosing me to be featured in the reticent. Even as a proud teacher of leadership, I can be ence presented by scientists across the globe, and recently about their issues and their problems, women are more likely gcLi Leadership blog. It is an honor. reluctant to change, and am certainly averse to giving up highlighted by a new multi-agency report United In Sci- to get promoted and get a raise and that is good for your control. I’ve folded towels the same way my whole life. Yet ence. She continues her dedication to growing global overall career, but it’s not necessarily moving the needle. So, Ashley Bernhard founded Haven Hill to advise organizations an organization revolution was happening whether I liked it awareness with a recurring school strike every Friday. In a in order for us to really make a sustainable, positive change, on creating initiatives focusing on equality, leadership, and or not. She saw that the systems in place could be improved press conference this past spring, she had searing words we have to have men and women at the table together mak- empowerment. Ashley considers herself an “equalist.” She and she was going to let us know how to do it. I acquiesced. for her elders: “Many of you appear concerned that we ing the decisions. That’s really important to me because it specializes in working with both men and women to promote And I’m so grateful to this nine year old who thinks differ- [students] are wasting valuable lesson time, but I assure doesn’t work if you only have one group of people at the gender equality, inspiring the next generation of leaders. ently from me. I’m now the student and she’s the teacher. you we will go back to school the moment you start table, does it? At least this has been my experience, so inclu- Ashley is a graduate of the University of Pennsylvania. She I’ve learned instead of folding, how to roll towels like listening to the science and give us a future … Avoiding sion for everyone has to be part of what I do. began her career at Vogue, British House & Garden and organizational guru Marie Kondo shows in her instructional climate breakdown will require cathedral thinking. We Inc. Magazine. She lives in Manhattan with her husband clips. I have a feeling this is only the beginning. must lay the foundation while we may not know exactly HS: Ashley, what does leadership mean to you? and three children. While her climate strike began back in 2018, 16 year old how to build the ceiling.” Ms. Thunberg sees that her recently embarked upon a transatlantic generation is being failed by the adults in their lives and AB: To me, leadership means bringing everybody up with gcLiLeadership.org/blog voyage aboard a zero-emissions sailing vessel headed for she is compelled to act. While climate change revolution you. I’m very conscious of people that don’t have a voice. New York. At the U.N. Climate Action Summit last fall, she and rolling towels aren’t exactly in the same category,

10 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 11 Photo: Jimmy Baikovicius. License: Attribution-Share Alike 2.0 Generic It’s not just about their voices, though. The theme Many of you appear concerned that across these examples is that the young people are cre- we [students] are wasting valuable ating a ripple effect in the adult world. More and more “grown-ups” are beginning to recognize the importance of lesson time, but I assure you we will listening to this next generation. Pink Floyd guitarist David go back to school the moment you Gilmour heard Ms. Thunberg’s message and within weeks, start listening to the science and give auctioned off his guitars, including his famous “black strat,” with all proceeds going to non-profit ClientEarth. He shared us a future … Avoiding climate break- on social media that “the global climate crisis is the great- down will require cathedral thinking. est challenge that humanity will ever face and we are within a few years of the effects being irreversible.” But he didn’t We must lay the foundation while we stop there. He didn’t take credit for the idea. Instead, he may not know exactly how to build continued, “As Greta Thunberg, the 16-year-old Swedish the ceiling. climate activist, said in a speech earlier this year, ‘Either we choose to go on as a civilisation, or we don’t.’ The choice — GRETA THUNBERG really is that simple and I hope that the sale of these guitars will help ClientEarth in their cause to use the law to bring about real change.” As I read his Twitter post, I couldn’t help but think about our leadership lessons at the gcLi Leader- each situation shares common ground: young people who ship Lab (June 19– 25, 2020). At the Lab, a critical effort is use their voices for positive change CAN make an impact made to dismantle the idea that leadership is about who in real time. Often overlooked, yet engaged in deeply has the loudest voice. In fact, each summer we reflect meaningful and purposeful work, black and brown student growth in our school communities depends so significantly leaders like , Anya Sastry, , and If we are truly educators engaged in on not only the inclusion of youth voice but the primacy of Jerome Foster II have been on the frontlines raising aware- the meaningful work of teaching it. Let the young people in your world take over, re-design ness and pushing for legislation to address the reality that leadership, perhaps the most important and re-think the systems in place, disrupt the status quo. As communities of color are disproportionately affected by uncomfortable as it is to be scolded, as Ms. Thunberg does climate change. Additionally, powerful youth voice extends lesson is to know when we ourselves so with her matter-of-fact delivery and science-based evi- beyond the climatemovement. As we’ve witnessed from are the students. dence, it seems the world is no longer in our hands alone. the students at Marjory Stoneman Douglass highschool in If we are truly educators engaged in the meaningful work of Parkland, FL who have had #ENOUGH gun violence and teaching leadership, perhaps the most important lesson is refuse to sit on the sidelines, young people are finding their to know when we ourselves are the students, and like David voices and using them to enact change in their worlds. on the idea that following can be in itself an act of leader- Gilmour, follow the voices—and leadership—of our young ship. While it is commendable that Mr. Gilmour generated people. Maybe, we should just “leave those kids alone” and over $21 million for ClientEarth, it is perhaps even more let them show us the way forward. impressive that he recognizes the compelling and persua- We often think we grown-ups know sive voice of his new colleague in activism, Ms. Thunberg. While attending gcLi in June of 2011, Ms. Wade started to dream about providing opportunities for her students, better or that these kids aren’t capable. THE RIPPLE EFFECT THAT MR. GILMOUR is contributing particularly sophomores, to learn about their strengths and Yet we are now seeing, in the face of to is one in which we all can participate. As educators, we show them that being their best selves means positively must ask ourselves if we are in fact following those who influencing others. In partnership with her advising team grave adult failures, the capability, are taking the greatest risks themselves. If you’ve seen the at The Rivers School, she developed RISE (“Reflection and capacity, empathy, and urgency of “dancing man” video, or the film Sparticus, you know what Introspection Through Service Education”), a tenth grade pro- this next generation. In order for I’m talking about. A movement is never just one voice. At gram that encouraged and supported student growth and gcLi we aim to follow Mr. Gilmour’s lead and hope to cre- the development of leadership skills and qualities through real change to occur in our society, ate a ripple effect of our Pedagogy of Leadership® so as to service learning. Currently the English Department Chair leadership growth in our school truly make a positive impact on our world. Additionally, as and Coach at The Fenn School, an all boys middle school in an adult recently humbled by the feedback from my daugh- Concord, MA, she actively collaborates with colleagues to communities depends so significantly ter, I’m also thinking about Ms. Thunberg’s insistence on bring the Pedagogy of Leadership® to life on a daily basis. on not only the inclusion of youth “cathedral thinking.” How can we adults do a better job of Through her recent work as Editor in Chief of the gcLi blog, moving out of the way, of making space for our young peo- she has thoroughly enjoyed connecting with all facets of the voice but the primacy of it. Let the ple to lay their foundations? We often think we grown-ups gcLi family and invites you to reach out if you have an idea young people in your world take over, know better or that these kids aren’t capable. Yet we are now you’d like to share with our community! re-design and re-think the systems in seeing, in the face of grave adult failures, the capability, capacity, empathy, and urgency of this next generation. In gcLiLeadership.org/blog place, disrupt the status quo. order for real change to occur in our society, leadership

12 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 13 Our young leaders often have trouble holiday images, I acknowledge the benefits there. Facebook allows the Gardner Carney Leadership Institute to connect separating feedback about the impact with graduates and share content that furthers the Pedagogy of their actions from the intentions of Leadership®, a positive in my estimation. Still, our choice as an orginazition to utilize this platform behind their work. As the leadership of is not without consequence, intended or otherwise. We Facebook demonstrates, adults often too are responsible for our choice and engagement. One have the same challenge. might ask, “how do we help leaders balance the positive and negative impact of their actions as they lead?” For the positive, no other platform allows us to connect so easily and so effectively with those doing the work of teaching decisions. Part of this work involves understanding how leadership. As we look to support this group, we need a dendritic connections happen and how learning shapes tool like Facebook. a developing brain. We do good work when we help stu- dents expand their understanding of leadership and the actions they utilize to help their group achieve its goals. In We do good work when we help students crafting their response to criticism and challenge, the lead- expand their understanding of leadership ership of Facebook ran headlong into the mix of factors that influenced their decision-making, which provides teachers and the actions they utilize to help their of leadership with a compelling case study. group achieve its goals. The critical elements of this case involve the moral TEACHING LEADERSHIP AND obligation that arise from connecting and leading liter- ally billions of people and how even the best ideas can be THE EXAMPLE OF FACEBOOK co-opted for evil. Our young leaders often have trouble Similarly, the gcLi has chosen this platform and, as a separating feedback about the impact of their actions result, has some culpability in acknowledging its limitations By Jeremy LaCasse, Executive Director, gcLi / Assistant Headmaster, The Taft School, Watertown (CT) from the intentions behind their work. As the leadership and in helping our larger community do better for each of Facebook demonstrates, adults often have the same other. Our hope is that the benefits to those teaching lead- THE LEADERSHIP OF FACEBOOK has recently been in We cannot force Facebook to take challenge. Helping our developing leaders learn to take ership will far outweigh the costs of our utilization of this the news. The Myanmar military used Facebook as a means responsibility for themselves and others, for the impact of platform. We cannot force Facebook to take responsibility, of spreading disinformation about the Rohingya people, responsibility, to change their work, their actions, is critical. to change their work, to avoid future evil. But we can take resulting in the deaths and displacement of hundreds of to avoid future evil. But we can take Hearing you have caused unintentional minor harm is responsibility for our use of this platform and work to help thousands of people. Russian utilization to influence U.S. difficult, but learning to take responsibility there sets up a our students lead positively in the world, hoping to solve or elections has been a part of the national conversation since responsibility for our use of this future adult to be prepared and resilient when the uninten- mitigate some of the issues made apparent on Facebook. 2016. Much closer to home, each of our schools has seen platform and work to help our students tional harm is much more significant. Most importantly, the social media be used in harmful and destructive ways. lead positively in the world, hoping to learning leader can expand their capacity to help the group Jeremy is the Executive Director of gcLi. He eats, breathes, The goal of this post is not to review the ways in which find solutions to new problems. and lives teaching leadership, hoping to help the next gen- Facebook has been used for nefarious activities. Instead, solve or mitigate some of the issues Facebook has 2.27 Billion users. This case merely mag- eration of leaders be better prepared to face the challenges the goal of this article is to consider how the leadership made apparent on Facebook. nifies the reality of the impact of any leader. Facebook of tomorrow. of Facebook worked in these moments and as a matter of allows folks who would have difficulty remaining or being principle and how we, teachers of leadership, can use this connected to do so. Having looked through many recent gcLiLeadership.org/blog example to guide our own work with our students. Our students need to understand how leaders often Facebook’s leaders seem to have failed on this account, set into motion unforeseen or unintended consequences. according to an article in The New York Times, “Delay, Deny When Mark Zuckerberg created Facebook—a follow up to and Deflect: How Facebook’s Leaders Fought Through Cri- Facemash.com that was a mean-spirited, peer-rating site sis.” It provides us with a point of departure and case study For the positive, akin to Yik Yak—he did not fully comprehend how this tool of leadership in action and under scrutiny. would be used. Really, none of us did. The mission of As part of The Pedagogy of Leadership®, we need to no other platform allows Facebook now is: “a social mission to make the world more help our students understand and see examples of places us to connect so easily and open and connected.” That is the stated and intended goal where leaders do and don’t take responsibility. We need so effectively with those doing of Facebook. While it may achieve that goal some or even to help them learn to navigate those moments where their most of the time, the leadership of Facebook­—notably Mark goals and intentions become overshadowed by the impact the work of teaching leadership. Zuckerberg and Sheryl Sandberg—have culpability when of their actions. These are the spots of greatest difficulty in As we look to support this group, the consequences do not match their intentions. leading and the spots where we show the type of leader . Leading and teaching leadership requires a clear moral we really are. we need a tool like Facebook compass and a willingness take responsibility for one’s self We also have to help out students develop the pathways and the consequence of one’s actions. in their brains—as Dr. JoAnn Deak ascribes—to make sound

14 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 15 gcLi G A R D N ER The LL offers a teacher the opportunity to learn how best to realize the teachable moments that arise by: C A R NEY Understanding how her or his behaviors impact the learning situation; recognizing the developmental L E ADE R S HI P position of the learner; being empowered to apply brain science, social and emotional intelligence and IN S T I TUT E developmental learning principles to the classroom; and, having a strategy for utilizing the teachable @ Fountain Valley School moment, i.e. how to bring it all together for the learner. of Colorado THE GCLI FELLOWSHIP IN THE PEDAGOGY OF LEADERSHIP® BRIEF OVERVIEW OF THE GCLI AT THE UNIVERSITY OF PENNSYLVANIA GRADUATE SCHOOL OF EDUCATION The gcLi was founded at the Fountain Valley School (FVS) of Colorado in 1996 to honor the memory of This school year (2019 – ‘20) marks the fourth awarding of the $10,000 gcLi sponsored Fellowship in our son Gardner (FVS ‘92) who died in a kayaking accident in 1995 during his senior year of college at the The Pedagogy of Leadership® grant at UPENN Graduate School of Education. Dr. Stephanie Nebel is University of Colorado-Boulder. The purpose was to provide the opportunity for teachers everywhere to the current recipient of the gcLi grant. Dr. Nebel is on the faculty of the Elisabeth Morrow School in NJ gain the tools necessary to make the teaching of leadership more deliberate, systematic, and intentional. and graduate of the Leadership Lab ’17; she is working on a Masters in School Leadership at PennGSE Learn more about the origin of the gcLi here: https://www.gcLiLeadership.org/about/ and refining her practice in the Pedagogy of Leadership®. Read more about Stephanie and her work: gcLiLeadership.org/blog/stephanie The premise of the gcLi is that every child has the potential to be a leader and that leadership can and must be taught. Every teacher needs to cultivate leadership in all students. To accomplish this, we have SCHOLAR EMERITUS, DR. JOANN DEAK developed a disciplined method and practice of teaching that we call the Pedagogy of Leadership®, Dr. JoAnn Deak will continue to provide her wisdom and insight to the gcLi as Scholar Emeritus. While combining brain science, leadership studies, cultural competency, and experiential learning. officially retired as Institute Scholar, she has agreed to serve in this honorary role, offering periodic cutting-edge brain research. We believe that: (i) There is an urgent need to prepare young people to become capable citizens and agents of change in the world; (ii) Teachers are in the ideal position to prepare students for this work; and For example, Dr. Deak spoke last summer about the field of epigenetics, a science that “implies features (iii) Teachers need tools, resources, and professional networks to do this work. that are ‘on top of’ or ‘in addition to’ the traditional genetic basis for inheritance.” This new science focuses on the interaction between genetic predispositions or traits and the environment within which they The gcLi mission makes clear that there is an inextricable connection between leadership and citizenship. interact. The current research suggests that the environmental impact on how traits develop is much more We are committed to the idea that leadership must be cultivated. The healthy, effective, and benevolent robust than previously thought. Even traits can be changed dramatically by the right things happening in functioning of classrooms, sports teams, schools, local communities, and entire nations depends upon it. a rich environment at the right time. This, of course, implies learning, the teaching environment, and the Leadership is an active struggle, an exercise of character and values, a willingness to be in dialogue with application of brain science to the classroom, i.e. The Pedagogy of Leadership® and Dr. Deak’s legacy with diverse viewpoints, an ability to take risks and to engage wholeheartedly and uncomfortably with groups. the gcLi traces to its very beginning. We are grateful and reassured to know that she will remain at the core To do it well, one must be willing to be in a lifelong journey to become more self-aware. In short, the path of the gcLi. to leadership and thus to citizenship is comprised of all the skills and behaviors that the gcLi has taught since its inaugural Leadership Lab 2005. In my view, never has such training been more relevant. INSTITUTE SCHOLAR, DR. CATHERINE STEINER- ADAIR AND KEYNOTE SPEAKER, DR. STUART ABLON LEADERSHIP LAB The gcLi and the Leadership Lab are fortunate to have renowned experts in the field of learning and The Leadership Lab (LL) has been held on the campus of the Fountain Valley School in Colorado Springs child development contribute to the experience of our participants. Dr. Steiner-Adair, noted author and for a week every June since 2005. It remains the practicum of the Institute and the primary means of teach- lecturer, serves as the Institute Scholar, providing both direction and vision for how to help teachers to ing teachers about teaching leadership to students. Ever evolving, each year built on the results of the teach students to lead. Dr. Ablon joins us for the Leadership Lab ‘20 as our Keynote Speaker and provides previous — it provides a forum wherein teachers learn to create an environment in which leadership skills insight, strategies and applied research on how to support students in utilizing behaviors that help them can be fostered. Research based and monitored through a Likert survey of the graduates each year, we function and work with other people. You may find more information about Dr. Catherine Steiner-Adair now have 15 years of accrued data to inform the continued examination and fine-tuning of the curriculum: and Dr. Stuart Ablon, colleagues through MGH/Harvard, at: The Pedagogy of Leadership®. csadair.com and thinkkids.org/team-members/dr-stuart-ablon/

16 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 17 LEADERSHIP BLOG The gcLi regularly publishes a blog, written by global leaders and practitioners of The Pedagogy of Leadership®. Many are products of the Leadership Lab and all are doing path-breaking work in creating opportunities for students to learn to lead. Their work includes service learning programs, mentorships, community partnerships, athletics, the arts, and unique experiences that help students develop the leadership capacity so essential to making them productive citizens and improving the state of our global community. Please find examples of it here: gcLiLeadership.org/blog

ENDOWMENT AND FUNDRAISING Leadership Lab ‘20, the 16th consecutive, annual practicum of the gcLi, will convene on June 19th in Colorado Springs. At this time, 799 teachers of The Pedagogy of Leadership® have graduated from our program and gone on to change the lives of thousands of students in powerful and important ways. These students, in turn, go on to do tremendous work in their own right, shaping the world into a better version of itself. Learn how one student was impacted by this work and took it out into the world: gcLiLeadership.org/blog/zach

None of that would be possible without the support of so many people who believe in the idea of edu- cating teachers to teach leadership to students: The Pedagogy of Leadership®. This system of thinking

includes: The application of brain science to the classroom; the implications of social and emotional intel- THE GCLI MODEL FOR LEADERSHIP: ligence on learning; the understanding of the psychological and social experiences of students; and the Everyone can be a leader—one who rallies others around a structuring of experiences that help students learn to lead. Teachers leave the Leadership Lab with the vision or goal. • Leadership does not consist merely in formal roles and skills and confidence to guide and support students as they discover their own leadership potential while titles. There are different approaches to leadership that are

becoming contributing citizens. appropriate in different contexts. gcLi

• Teachers can lead students to build their capacity for lead- The generosity of so many over the years has allowed the gcLi to become a preeminent Institute for the ership by teaching them about themselves; their strengths THE MISSION OF THE and their weaknesses in working with others; by giving them professional growth and development of teachers everywhere. Every dollar given to the gcLi endowment GCLI LEADERSHIP LAB IS TO: opportunities to lead; and by supporting them to reflect on remains invested, with a restricted return only to ensure the gcLi can support teachers and students long and learn from experience. • Enable teachers to recognize the importance of the into the future. • In order to do so, teachers have to be aware of their own human relationships that are the foundation of all strengths and weaknesses, they need to have facilitation we do in schools. skills that we call the Pedagogy of Leadership®, and they We remain profoundly grateful to everyone who has supported and continues generously to support the • Support teachers as they grow in understanding have to be able to identify the teachable moment. and directing their relationships with students. gcLi. Our thanks are heartfelt. It is reassuring to know that we are all working on the right thing at the right

time: Educating Teachers to Teach Leadership to Students — the citizens of tomorrow. THE GCLI BELIEVES THAT: • Equip teachers with strategies to strengthen their • Leadership is a life skill that should be considered central connections to students, utilizing best practices from to education. It is a practice with essential elements that can educational institutes and corporate leadership James H. Carney II be understood, articulated, and learned. development programs. • Young people need to develop a thoughtful awareness — • Provide a research-based framework and indeed a reverence for—leadership qualities in themselves pedagogical tools to help teachers work with and others. adolescents. • Teachers are the best conduits for conveying this rever- ence to young people, but they need training and support to do it well. • Teachable leadership moments abound at all educational levels, from the kindergarten classroom to the high school senior seminar.

18 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher 19 gcLi Educating Teachers G A R DNER C A R N EY to Teach Leadership L E A D E R S H IP I NSTITUT E to Students @ Fountain Valley School of Colorado

OUR VISION is a world where PK-12 teachers intentionally develop the leadership potential of their students

TEACHERS WHO EFFECTIVELY DEVELOP THE LEADERSHIP gc L i CAPACITIES OF YOUNG PEOPLE HAVE THREE ESSENTIAL SKILLS: • They understand where young people Leadership are coming from, based upon developmental psychology and brain science L ab 2 0 21 • They understand how groups function • They understand themselves JUNE 18– 24, 2021

THE LEADERSHIP LAB WILL HELP GCLI RESOURCES: TEACHERS DEVELOP THREE The Pedagogy of Leadership® is a new field ESSENTIAL APTITUDES: rooted in brain science, leadership studies and • An intellectual grasp of the texture of adolescents’ developmental psychology. Visit our social lives as explained by the research of sociologists RESOURCES PAGE or essential information. and organizational and developmental psychologists. • An assessment of one’s own predisposition as seen through structured exercises and various psychometric measures. • A personal framework to help oneself more deliber- ately promote, elicit, and recognize student leadership MAKE A GIFT on a daily basis. REGISTER HERE We invite you to join us in investing in young people, the people who teach them, and the transformative possibility of leadership to improve our world. Please make payable to the GCLI LEADERSHIP BLOG gcLi Restricted Endowment Fund at FVS or online at: gcLiLeadership.org gclileadership.org/blog FVS 501C Federal Tax ID: 84-042-3922

6155 Fountain Valley School Road, Colorado Springs, CO 80911 n 719.391.5349 n www.gcLiLeadership.org

20 gcLiLeadership.org @gcLiLeadership @gcLiTeacher gcLiLeadership.org @gcLiLeadership @gcLiTeacher