Fellow citizens, we cannot escape history.  We of this Congress and this administration will be remembered in spite of ourselves….We say we are for the Union.  The world will not forget that we say this.  We know how to save the Union.  The world knows we do know how to save it.  

                                                                       (Lincoln’s Message to Congress, December 1, 1862)

A Special Audience of School Leaders

On Thursday evening, February 17, 2011, I had the honor of addressing students who are completing the Executive Program in School Leadership at Tel Aviv University in Israel.  The diverse audience of young and seasoned professionals included Jews, Muslims, and Christians; some already holding administrative posts, and others preparing for their first leadership positions.  The students asked insightful questions and had a clear grasp of important school leadership issues.  Although the main purpose of the presentation was to discuss Learning From Lincoln: Leadership Practices for School Success (Alvy and Robbins, ASCD, 2010), two serendipitous “teachable moments” reminded all of us that, in the Middle East, seemingly benign concepts have real cross-cultural implications.  These “teachable moments” related to the democratic developments in Egypt and elsewhere, and the consequences of leadership decisions during wartime.  

Pursuing Democracy: 1862 and 2011

While discussing the importance of a school’s vision and mission, I shared the quote at the top of this blog (from Lincoln’s Annual Message to Congress on December 1, 1862) to emphasize that Lincoln never waivered from preserving the Union and spreading democracy.  Moreover, Lincoln believed that the world was watching (“The world will not forget that we say this.”).  Lincoln felt that democratic movements around the world would be adversely affected if the Union failed.  Shifting to today, during the Tel Aviv presentation, we immediately drew a connection with the events in Egypt and the struggle to expand democracy.  Hosni Mubarak's government had fallen five days earlier.  The democratic "energy" in the Middle East is palpable.  Yet, the uncertainty regarding how these events are unfolding, is of concern to everyone who cares about the future of the region. From a cross-cultural perspective, Lincoln’s position on the expansion of democracy in 1862, certainly resonated with these school leadership students in 2011; real events have real consequences.

The Consequences of Wartime Leadership

In Learning From Lincoln: Leadership Practices for School Success, Pam Robbins and I discussed how Lincoln sought advice from his diverse team, and how he persevered following the tragic battles of Antietam and Gettysburg.  During the Israeli presentation, I drew analogies between Lincoln’s leadership practices, and the behaviors of today’s successful school leaders as they enlist diverse teams and remain resolute when vital issues surface.  I provided examples related to closing the achievement gap and the drop out epidemic in the U. S.  

During the “Q and A” time a student questioned the wisdom of my resolute leader example.  The student asked, “What about when a leader is marching a nation toward war, and is making poor decisions?”  In my opinion, I did not provide a satisfactory answer to the student’s question.  I reiterated the importance of establishing a diverse team, but did not provide an in-depth answer that comprehensively addressed the issue.  In Israel, war is very real, almost everyone—male and female—serves, and everyone is affected by the consequences of misguided, or wise, decisions.  I thought about discussing U. S. leadership related to Vietnam, Iraq and Afghanistan, but was unsure if “my” issues would resonate.  From a cross-cultural perspective, I felt that the student thought I had not grasped the gravity of her question: she was a student living in the volatile Middle East.  

As is often the case, after the presentation I “replayed” her question and my answer; how should I have addressed the issue?  Clearly, leaders must surround themselves with bright individuals, all leaders, who can be trusted, have common sense, and are expected to raise issues—without fear of reprisals.  Effective teams should cast doubt on possible actions that are not in the best interest of the organization.  In contrast, if leaders surround themselves with “yes” men and women they are courting disaster for themselves and, more importantly, the individuals they are expected to serve, and the mission they are expected to pursue.  Ironically then, when leaders pick individuals and create teams that share similar points of view, the leadership teams and organization may be heading for disaster.  Confident school leaders hire confident associates—principals, assistant principals and teacher leaders—who believe in the vision and mission but have the experience and expertise to recognize that different strategies lead to success.  Successful teams are built on trust, competence, confidence in team members, and a healthy exchange of ideas and contrasting opinions.  Upon reflection, I should have drawn one major conclusion when answering the student’s question: During times of war or peace, a cardinal sin when leading is the failure to embrace a team of individuals who are expected to raise their voices when necessary—even in opposition.