Monday, November 20, 2006

Round One: Ding!

There are really three sections to Leadership Charlottesville; the eleven weeks of sessions where we learn about our community is the first, the taking in; the second consists of our community projects, the giving back; and the third is the mentoring of the next class, having a hand in developing the sessions for the class of 2007, the passing on. The third portion, the passing on portion has become optional for the first time, with our class. I'm hoping many of us return to stay involved in the program for the class that follows us.

Our class has completed the taking in portion and attended the graduation of the class of 2005 on Friday. All day Friday we met to reminisce and plan our community projects together. We've divided into teams to tackle interesting and challenging pursuits, all to be completed by the end of April. I'm thrilled with my team and energized by our project, about which you will learn more here in the next few months.

At the end of our all day retreat, we went around the room and contributed final comments about the past several months we've spent together as a group. I didn't speak up because I was afraid of getting all verklempt. This program has meant so much to me and I'm so honored and fortunate to have had the chance to get to know so many smart, interesting, amazing people and to learn so much about the community, about myself and about others. I've made some fantastic new friends and connected with people I may never have gotten to know in this small town.

So here's to you, LC Class of 2006: Steve, Hannah Catherine, Pete, Joe, Amber, Jimmy, Kinda, Kendra, Lance, Pam, Valerie, Peggy, Jim, Mark, Beth, Jennifer, Liliana, Don, Becky, Amanda, Bernie, Shelley, Kira, Marty, Renee, Sarah, Danielle, Chris, Ric, Paul, Wendy, Carter, Craig and Darah. Let's continue to support one another as we work through Round Two. For my team and the entire class, I'm happy to be a resource for anything you're working on and I look forward to seeing you all again, soon.

Tuesday, November 14, 2006

The Idea Fire is Stoked

Over the last couple of weeks, the LC team has begun generating some pretty exciting ideas. This Friday is our final session together, a full day retreat in which we'll be assigned in teams to five or six projects. Much discussion has gone on about what those projects will ultimately be, and which we'll be working with in the near future.

The project guidelines state that any project must be initiated by Jan. 1 and completed by April 1. That's a pretty short timeframe. Idealists, many of us have brought forth project ideas that are too big, too all-encompassing, to perform within the guidelines. We all seem to want to produce a tangible result, offer sustainable solutions and leave our legacy. It's a tall order.

Last Friday a subgroup of the class met for coffee. I was delighted to witness the far end of the table as they brainstormed through an idea that involves middle school kids and exercise. They got increasingly enthusiastic as they worked through the details and realized that this project was something they could really do, and as all the pieces started to fall into place. A team was being formed in an organic way, interests meshing with capabilities, and people simultaneously having "this is it" moments. It was a joy to see and hear.

Naturally, as we approach Friday, there are feelings of apprehension and anxiety. Will I be assigned to a project that I can be passionate about? Will the team work together effectively or will there be load-bearers carrying the bulk of the work? What if the project I've proposed doesn't fly? Can I generate enough interest to pursue it down the road, even outside of the program?

Another prevailing feeling is disappointment. I'm so sorry to see our sessions draw to a close. I've enjoyed the program (admittedly, probably more than most) and the people I've come to know. It's given me a reason to look forward to Wednesday afternoons, to learning and interacting with others, to being inspired and taking away ideas and plans for the future. I know that for some the committment to the program was thrust upon them by bosses or others in their respective organizations. Some classmates are Charlottesville natives for whom much of the information was nothing they didn't already know. Some have work schedules that demand, in some cases, up to 70 hours a week, already; the burden of four hours a week devoted to LC is time they need back desperately.

I know I'm different, as a big fan of the program. I will miss it, but hope to stay involved not just through the project to which I'm assigned and that looming April 1 deadline, but through the years, maintaining relationships with classmates and involvement in future projects, for as long as I call Charlottesville home.

Friday, November 10, 2006

Further Thoughts on Education from HC

The following comes from Leading Charlottesville guest host Hannah Catherine, who wanted to share her thoughts on education with the group. Thanks, HC for your contribution to this blog.

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I’ve frequently thought about something that Dr. Pam Moran captured in her comments. So much of what we teach our children is independent learning. As an elementary school student, you have your own letter notebook where you diligently practice your letters. Early on, there are individual art projects. As a middle schooler you study for a test and then regurgitate the information in isolation. Even university honor codes stress independent study. If you work together it’s called “cheating” not “collaboration.” And then, we send them off from school and tell them that they have to go work with people. People! Where did you come from? I’m supposed to work with you!?! I don’t even like you…people…

Valerie mentioned that the number one reason employees leave their job is because they don’t like their co-workers and/or supervisor. Okay, now, this is where I get on my soapbox. There is good news. There is at least one place that we are teaching kids to work together. Students that are part of the yearbook staff, the theater club and/or the field hockey team are learning to work together for a common goal. Participation in school activities covers so much.

I glance back over our sessions.
1. Media and communications—certainly a child participating in speech and drama has a hand up on a career in television and radio.
2. Criminal Justice—if we’re worried about kids when the crime rate is highest (breaking and entering between the hours of 2 p.m. and 5 p.m.) team them up with coaches and give them a ball to kick.
3. Economic vitality and poverty—extra-curricular or co-curricular school activities help alleviate the working parent’s child care woes.
4. Health and human services—athletic participation helps prevent obesity and promotes lifelong wellness.
5. Diversity—teams provide an opportunity to meet others and share or discover a common passion.

A USA Today survey revealed that 95 percent of Fortune 500 corporate officers at the executive vice-president level or higher had one experience in common: they had all participated in high school athletics.

In what did you participate?

Benefits certainly do not come only from athletics. There are students that shine in debate or scholastic bowl. We’ve got a pretty capable group so I’m guessing that most of you were involved. Did you play an instrument? Were you involved with student government? If you are female and graduated prior to 1972, chances are, there was not much available. We’ve come a long way, eh?

What are your memories from high school? Was it a particular test or was it the friend you made on the team? I just had a brief conversation with an Albemarle county employee regarding middle school sports. As it stands right now, Parks and Rec. administers basketball, volleyball and track. A community group administers field hockey and lacrosse. The person in charge of the field hockey and lacrosse program is giving it up. Another individual has agreed to handle lacrosse. But no one has agreed to keep the field hockey program alive. It is likely that the 130 girls involved in the field hockey program will not have that opportunity in the future.The city has after school programs for elementary schools.

Walker (5th and 6th grade) has Edge. The high school has fairly strong extracurricular activities. (Yay VHSL!)I can’t find much for the 7th and 8th graders.

Who loved 7th grade?—not many people. Should we give them something to love?

I’ve just left one of the assistant principals a message so I’ll let you know what they have in place. A co-worker just came in to tell me about a young friend—an eight year old boy at a public school in Richmond. He is in an after-school program and if he is able to run 200 laps (approximately 26.2 miles—the length of a marathon) before the end of the school year, he will earn a free ticket to Kings Dominion. He’s so pumped because he and his buddy are over half-way there. Sometimes they run together, sometimes separately but they’ve made a pact to finish together.

“Nowhere do you find it in education like you find it in athletics: that teachers are teaching what they want to teach to students who are learning what they want to learn, and both are willing to work hour after hour on their own time after school so that everything that can be taught is taught and everything that can be learned is learned.” Al Burr, renowned educator

Wednesday, November 08, 2006

Friendship Charlottesville

The program, as I've mentioned, is called Leadership Charlottesville. The side benefit to all we've learned and enjoyed is that friendships are being forged. As we learn and work together, it's interesting to witness relationships being developed among us. Each week I try to talk to someone I haven't yet -- believe it or not, entirely possible in a class of 35. I enjoy getting to know more about the people who were selected to this class, hopeful that the designation will somehow bind us together for years to come.

We've had the honor of having a few of our classmates flip sides and address us as presenters as they've shared their occupations and in some cases, their workplaces with our class. I value their ability and willingness to step into this role. One classmate joked that they could come visit me in my office. I'd love to have them but as a telecommuter, space might be tight in my basement home office. Of course it would be great to put them all on a jet to St. Louis, giving them the tour and illustrating for them what it is I do in a completely different environment.

I value the whole program but being a newcomer, the opportunity to get to know this bright, talented group of people (and Steve, too) and maybe even make some real, live friends is the best part of all.

The Arts

My family has been involved with the arts since long before my time. By my family, I mean mostly Dad. Mom's role has been patron, supporter and driver. Dad has done it all: acting, writing, producing, concessions, administration, singing, casting and on and on . . . he's still going today, having just completed writing and scoring a musical which will be produced just as soon as he has time with the other dozens of projects he has going on. Even though he's never lived here, Charlottesville is my dad's kind of town.

One of the attributes that attracted us to Charlottesville is the strong presence of the arts community. Music, theater, art and the opportunity to participate in and enjoy quality arts and entertainment are a big draw for those coming to our little town from the big city. I remain confident that there's as much, if not more going on in C'ville than any big town in the U.S.

Today, the Leadership Charlottesville class had the joy of taking a walking tour including Paramount Theater, Live Arts, Second Street Gallery and the Music Resource Center. The behind-the-scenes look at the arts community provides a glimpse one might not otherwise see as a patron sitting in the seats at the Paramount Theater, for example. I'm glad to have learned the history of the Paramount (beginning with vaudeville in the thirties, triumphant resurrection in the early 2000s), learned more about the success of the Pavilion and the current and future plans of the arts at UVA. Knowing these details will enhance the experience and appreciation as a patron of the arts community.

At Live Arts we met artistic director John Gibson. The Live Arts facility is a fantastic variety of spaces dedicated to a variety of performances, primarily for adults. We also were thrilled to meet Richelle Claiborne, a performing artist who performed original poetry and sang for us, a huge bonus to the planned talk she gave about what life is like as an artist in our community.

At Second Street, we went to school with Leah Stoddard, the director of the gallery who provided information on what the gallery offers and some art buying tips.

The Music Resource Center was a thrilling end to our day. As a mom with a teenager inspired above all by music, learning about this program for kids in seventh through 12th grade was very exciting. Finding out that the program costs only $10 a year and is open to all kids (provided they go to school and do well) in the area, was an extra plus. I've asked my son, a high school junior to go with me and visit the Music Resource Center and get involved -- as a kid who aspires to work with middle school aged kids in music programs as an adult, the introduction to this program could provide him lifelong inspiration.

Before we moved to Charlottesville, we knew the arts community was strong, little did we know just how prevalent, supported and energetic it is. What I've learned is that this is not only my dad's kind of town, it's mine, yours and everyone's.

Tuesday, November 07, 2006

Education

In Charlottesville, 39 percent of residents hold a bachelor's degree or higher. Living side-by-side with the University of Virginia, arguably the best public university in the country, we breathe education as big cities breathe pollution.

The education session was held at Charlottesville Albemarle Technical Education Center -- CATEC. We were pitched the idea that the new approach to education can include technical school, providing students with a marketable skill, students who may go on to attend a junior college or obtain a four-year degree. Programs at CATEC include certifications in cosmetology, auto shop, brick laying, carpentry, barbering and culinary arts as well as IT skills. This alternative education path is one many of us recall as vocational school, bringing to mind scenes from Grease (Beauty School Dropout, Greased Lightening, etc.)

For the Charlottesville area, the workforce trained and dispatched from CATEC are critical to our economy. The issue that recurs, of course is the disparity between minimum wage at $5.15 and the living wage of our area, at $9.75. We're cultivating the working poor with our high cost of living and housing. The theory, however is these kids will do better with a certification in barbering, perhaps owning their own barbershop one day, than settling for a minimum wage fast food job that will never give them the advancement they'll need to remain in this community.

We heard from the superintendents of Charlottesville, Albemarle and surrounding counties' schools, sharing the challenges they face and the promise offered to students from programs like CATEC.

What education session would be complete without mention of No Child Left Behind and the Standards of Learning tests that plague our children, teachers and school administrators?

It's clear that our schools are good, clearer still that there are needs not being met. We're learning more about how students learn and what skills are not being taught, all drawing a straight line back to federal legislation that confounds and frustrates every parent and educator I've known all over the country.

Many of our classmates are involved in education and even more have a passion and interest in a project that supports education in our community. It will be fascinating to see how many projects fall in the education category, and who among us scramble to get involved.