Special Issue on Leadership
Margaret Chase Smith Essay
A Life Committed to Leadership: Life Lessons from Margaret Chase Smith and Outcomes That Would Please Her
Seeing Margaret Chase Smith during the GOP Convention in 1964 triggered an epiphany for the teenage Linda Cross Godfrey on women as leaders. In this essay, the author describes what she learned from Margaret Chase Smith during the friendship that developed between them.
Why Leadership Matters
This essay is from a talk University of Maine President Dr. Susan J. Hunter gave on May 30, 2018, at Bangor Public Library as part of Dirigo Speaks. President Hunter feels her time at UMaine has allowed her many opportunities to reflect on leadership and why it matters, and recognizes that many people have shaped her perspectives on leadership.
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From Executive Editor Linda Silka
Building the Next Generation of Maine Leaders: Learning from the Leadership of Mary Cathcart
Linda Silka reflects on Mary Cathcart’s ground-breaking work helping build the next generation of Maine leaders through Maine NEW (National Education for Women) Leadership, a bipartisan training for college women to help them reach their full civic potential.
The Importance of Leadership: Insights from Major Business Leaders in Maine
Susan Corbett, chief executive officer for Axiom Technologies, Kimberly A. Hamilton, president of Focus Maine, and Peter Triandafillou, vice president of Woodlands for Huber Resources Corporation share their ideas and insights on leadership as they respond to a series of questions about their own experiences in leadership and what they see as emerging challenges or opportunities that leaders face in Maine.
Merton G. Henry: A Legacy of Leadership
by David Richards
David Richards describes the many qualities of leadership manifested by Merton G. Henry: dedication, moderation, friendship, wisdom, compassion, humor, knowledge, grace, and humility.
Teamwork Is the New Leadership
David Hart highlights some of the lessons he has learned about teams and leadership and ways to apply these lessons to help develop a new generation of more-capable leaders.
Leadership as Partnership
Karen Hutchins Bieluch describes what she has learned about leadership from her experiences participating in a number of university-community/nonprofit partnerships and her studies of these partnerships.
Developing Leadership Pipelines in Maine School Districts: Lessons Learned from a School-University Partnership
by Ian M. Mette and Betsy Webb
The authors describe the Bangor Educational Leadership Academy, a partnership between the Bangor School Department and the University of Maine Educational Leadership Program, which enables researchers and practitioners to work more collaboratively to bridge the theory-practice gap that often plagues schools.
Hidden in Plain Sight: Making Maine’s Science Leadership Visible
by Kate Dickerson
Kate Dickerson reports an innovative strategy to highlight Maine’s science leadership and to inspire both current and future generations of Maine’s science leaders by providing a space where they can talk about their work with the public: the Maine Science Festival, where attendees of all ages explore and celebrate the science happening in Maine.
Leading by Example
by Yellow Light Breen, Jennifer Hutchins, and Marcia Sharp
Leading by example, three nonprofits faced tough decisions and significant organizational changes to ensure the sustainability and growth of successful leadership programs in Maine. Lessons shared provide insights that may be useful to other nonprofits facing similar challenges.
Incubating Leaders in Maine
by Joseph W. McDonnell
For a sparsely populated state, Maine has produced an extraordinary number of national, bipartisan leaders. What has made Maine an incubator for such leadership? Alexis de Tocqueville, the author of Democracy in America, provides useful insights into Maine’s culture as a breeding ground for its leadership. But rapid societal changes sweeping the country and the world—particularly globalization, urbanization, and the digitization of the economy—will inevitably alter Maine’s culture. This paper explores steps Maine might take to develop leaders in this new environment by preserving its past strengths and adjusting to these new challenges. Maine could overcome its north/south divide and play a role in developing leaders who would bring polarized sectors of the country together.
ENACT-ing Leadership at the State Level: A National Educational Network for Engaged Citizenship in State Legislatures
by Robert W. Glover, Kathleen Cole, and Katharine Owens
The Educational Network for Active Civic Transformation (ENACT) is a nationwide network that serves as a hub for the pedagogical efforts of educators in 16 different states, with the ambitious goal of having an ENACT Faculty Fellow in all 50 states. However, ENACT courses go a step further engaging students directly in experiential learning exercises designed to affect policy change by working with policy advocacy groups, preparing policy briefs, engaging in strategic outreach and messaging, and meeting directly with policymakers in their state capitals to advocate for political change. In this paper, we argue that state politics represents a fruitful, yet often neglected, space for the development of political leadership skills. Accordingly, we will present ENACT as a pedagogical model for empowering students, enhancing their capacity for political leadership. Yet we also remain attuned to localized variation in the policy-making environment and state political culture.
Leadership, Inside and Out
This article explores leadership, inside and out: a new approach to equip aspiring leaders with the tools to lead creatively, inclusively, and effectively. Leadership, inside and out, transforms emerging leaders into the leaders of the future, positioning them to indelibly impact their own organizations and the state of Maine.
The Adaptive Challenges of Leadership in Maine Schools
by Richard Ackerman, Ian Mette, Catharine Biddle
The current landscape of educational leadership in Maine schools offers a range of challenges and uncertainties that are seldom acknowledged or appreciated. These challenges can expose significant gaps between clinical, research-based knowledge and leadership practices in schools in Maine and across the United States. These endemic issues comprise what Heifetz (1994) calls “adaptive challenges.” Solutions to the leadership challenges raised by these issues don’t come quickly or easily and are in fact inherently confusing because they don’t have easy technical answers. In the context of schools, they include responses to the endemic challenges of poverty as it affects families and children in Maine, as well as the nature of instructional leadership to provide better supervision and evaluation of teachers. These issues also inform the principles and practices which guide the development of school leaders in Maine through the educational leadership program at the University of Maine College of Education and Human Development.
The Power of Invitation: Teacher Leaders as Agents of Change
Programs offered by universities and other entities outside the organizational boundaries of schools are an important source of ideas and support for educational improvement. Such organizations can focus on important needs—such as improving teaching of science—that schools perhaps cannot address on their own due to resource constraints. In such cases, teacher leaders can play key roles in bringing the knowledge and insights from external organizations into schools, sharing them with colleagues, and gaining administrative support. This kind of teacher leadership, responding to external initiatives rather than just to administrative priorities, is understudied, but programs in Maine that connect schools to universities and nonprofit organizations provide insight into the nature of such teacher leadership. We draw upon cases from two of these programs to offer suggestions to other organizations that might wish to develop programs for teacher leaders in support of educational improvement.
Investing in Teachers’ Leadership Capacity: A Model from STEM Education
Teachers play a key role in the quality of education provided to students. The Maine Center for Research in STEM Education (RiSE Center) at the University of Maine has worked with partners on several programs to provide professional learning opportunities and support for Maine’s STEM teachers. A strategic investment in developing teacher leadership capacity played a key role in expanding the initial partnership to include teachers and school districts across the state. With support from education researchers and staff at the RiSE Center, STEM teachers have taken on roles as leaders of professional learning opportunities for peers and as decision makers in a statewide professional community for improving STEM education. This article describes the structures that have fostered teacher leadership and how those structures emerged through partnership and collaboration, the ways in which teacher leadership has amplified the resources we have been able to provide to STEM teachers across the state, and the outcomes for Maine students.
Our Path: Empower Maine Women Network and Leadership
by Mufalo Chitam, Parivash Rohani, Laura de Does, Ghomri Rostampour, Oyinloluwa Fasehun, Bethany Smart, and Jan Morrill
On March 24, 2018, the women of the Empower Network sat down to discuss the concept of leadership and their definition of what makes a leader. They were asked to reflect on the idea of empowerment and specifically tie empowerment to kindness, suffrage, and tolerance. This article excerpts their discussion and demonstrates how the Empower Network relates to their definition of leadership.
A Positive Change Trinity: Lean, Servant Leadership, and Maine
This article is a call to action for Maine’s entrepreneurial servant leaders. We believe you can be a prime catalyst for positive change in Lean/Continuous Improvement initiatives across Maine. We are proposing that Maine’s servant leaders leverage the tool of Lean/Continuous Improvement to ignite a positive shift in organizational cultures. Our positive change trinity encompasses (1) Lean/Continuous Improvement as the process map of how to achieve new, sustainable growth; (2) servant leadership as the synergist that humanizes this growth in the territory of Maine workers’ lived experience; and (3) Maine’s forward-thinking businesses as the real-world hosts for this growth.
Injecting New Workforce Leaders in Tourism, Hospitality and Environmental Science: A Community-Engaged Learning and Immersion Class
Tourism, especially nature-based tourism, is a major and growing industry in Maine. Therefore, it is important that colleges and universities graduate leaders into the Maine workforce with specific knowledge of the tourism and hospitality industry and with a connection to the environment in which it is flourishing. To graduate these potential leaders, schools must do a better job at retaining and graduating students from diverse socioeconomic backgrounds. Community-engaged learning, including immersion classes, are a key strategy to increase student persistence in some programs at the University of Southern Maine (USM). Two academic units at USM, the Program in Tourism and Hospitality and the Department of Environmental Science and Policy, collaborate in delivering a colocated intensive immersion class for all new majors. This engagement early in their college career fosters a sense of community among the students and with the industry in which they will work. We argue that this community engagement is a factor contributing to student retention and success in these programs and will help create the creative, resilient, locally active leaders needed to guide sustainable tourism development in Maine.
Collaborative Leadership Is Key for Maine’s Forest Products Industry
The forest products industry is economically, socially, culturally, and environmentally important to Maine. Thus, Maine’s future economy depends greatly on the leadership in this industry. Effective leadership grows out of understanding the changes that are taking place in the industry and finding innovative ways to address unexpected challenges and emerging opportunities. During times of change, many industry leaders settle for maintaining the status quo. The forest products industry in Maine, however, is systematically assessing the ways the landscape is changing. Rather than continuing on the same path, the industry is gathering insights that could lead to a vibrant, but perhaps different, future. What we report here is an innovative process that actively solicits insights reflecting the diverse perspectives of those who work in different subsectors of the industry. What is emerging is evidence of the importance of collective leadership that brings together different areas of knowledge. We report on the process, the emerging findings, and the implications for leadership in moving forward.
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