COLUMN: Attributes Essential for Transformation

A search for the meaning of transformation uncovers various definitions in the worlds of science, computing, religion, law and other fields. A synopsis of the various definitions could be stated as, "a marked change, especially one for the better." Policy-makers and education leaders should embrace this description because transformation in this sense can be applied to every aspect of education.

Acceptance of this definition begins a quest for the solution to transform education. Just what are the essential attributes required to transform today's education? The people, the processes, the skills, the environments, the curricula and the myriad components that comprise transformation hinge on the leadership of two groups of individuals -- administrators and teachers.

Experience teaches that being called a leader does not translate into being a leader. To transform education, teachers and administrators must possess two essential attributes -- and both of them begin with the letter "p."

The two attributes that leaders must possess, superseding all others, are not such notables as plan, prepare, process, produce and perceive. They are, however, essential for teachers and administrators seeking transformation within a district, a school, a class or a student. They are purpose and passion.

Many, if not most, teachers acknowledge that their careers achieve the purpose for which they exist. Nikos Mourkogiannis, in his book Purpose: The Starting Point of Great Companies, wrote that "purpose is based on well-established moral ideas; its presence can transform a firm [a school] and its loss can destroy an institution; it will boost morale but it can never be just a tool."

Indeed, one's purpose is found in recognition of those aspects in which one has a natural ability to understand. Finding and filling one's purpose provides a rewarding life journey. Administrators and teachers who believe that purpose drives their career have one of the essential attributes that underpins transformation.

Could it be that a teacher with purpose influences others to become teachers or follow a career path related to the skills taught in his or her class? I think so. My purpose to become a teacher and work in education was discovered by learning from and observing a high school teacher. How many administrators and teachers today found their purpose by observing a teacher or administrator?

Leaders with purpose can help build trust between individuals, such as between administrators and teachers, and between teachers and students. But purpose is constrained without the innate drive to accomplish the unknown, to solve problems hindering mankind, to find answers for all aspects of society, to find solutions that help students succeed -- in other words, passion intent upon helping others is what drives leaders.

Teachers' passion is centered on teaching students to learn content and concepts that apply to life. Motivation to become a teacher often stems from a passion to help students believe in themselves, to help them gain knowledge and skills evident in the "aha" moments. For administrators, passion is that global desire to improve all aspects of the institution, to transform it for teacher and student success. Passion need not be overt, but it must drive the purpose of the individual and of the organization.

As we move further down the roads of information technology and the challenges brought about by the world of student assessment, let us not lose sight of those two transformative elements -- purpose and passion. These may have more influence on learning than all the other factors combined.

*This story is from Converge magazine's Fall 2008 issue.