Graduates Newsletter

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.

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