LEAD BY EXAMPLE

In the edition entitled "Taking Off: A Teacher's Guide to Technology" [Spring 1998], one of the major themes addressed the subject of teacher training, mentoring, learning, and applying computer technology in order to effectively bring it to the classroom. In the articles "Behind the Mystique," "The Promise of Technology," and "Conquering the Computer," as well as others, one theme recurs over and over, i.e. teacher training, teacher mentoring, teacher fears of learning this new "complex" technology-always what the teachers must do. I was struck by the almost total absence of what the teachers' "leaders" are or should be doing to assist the teachers in this great new endeavor.

If we believe that computer technology is a true "sea change" in the world of education, as I believe it is, then perhaps there ought to be more effort expended by the "leaders" at actually leading. By leaders, I mean the principals, administrators, and district superintendents. I suspect that just as there are teachers who are lagging behind in learning about technology or are indifferent or opposed to it, there is an equivalent percentage of leaders who are somewhat "below the horizon" on this subject.

It is my belief that the best way to lead is to do just that-be in front and lead by example. If every superintendent, every administrator, and every principal actively learned, understood, and used computer technology in their own daily professional lives, what an example it would be to the teachers. Each of these leaders could actually assist, as the occasion presented itself, in this all-important activity of training/mentoring teachers in the application of technology in the classroom. I am sure there are many dedicated leaders who do just this, but I suspect there are some-or many-who don't "lead." For a leader, this is not acceptable.

Richard Pearl
Retired Lockheed contract manager
Bainbridge Island, Washington

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