Top of the C.L.A.S.S.: Connecting Leadership and Student Success

Introduction

Gorton and Alston (2012) markedly note that most individuals not only lack awareness of their values, attitudes, and how they are affected by them, but they also lack criteria and standards for evaluation. In light of this, while the reflective leader’s job is to impact and impart change, how can this be done without an accurate knowledge of self? What would be the purpose of being a master teacher but an awful human? The reflective leader is an information-sharer and an avid communicator who sets high expectations – first for oneself, then for others – acknowledging that all pathways to progress begin with acknowledging self.

Whitaker (2010, 2013) states that change is inevitable; growth is optional. In a rapidly changing world, educational leaders must choose growth – for themselves personally and for the organizations they serve – and determine how to achieve that growth. In transitioning from educator to leader, one must quickly learn that one is not merely managing organizations, structures, and institutions. Instead, the effective leader directs people; this knowledge alone makes all the difference. People are not robots programmed to do whatever they are instructed to do. Instead, people require interaction, communication, feedback, reinforcement, and consistency. The journey to acquire these elements as an expert educator undoubtedly takes time. Understanding this, one must realize that the work of reflection is primarily internal, but not until it becomes manifested in our daily choices does it impact those around us (Scheffer et al., 2012). Thus, the effective leader must face the significant factors related to student achievement and the lack thereof. Regardless of race, socioeconomic status, family composition, gender, culture, or disability, all students need access to resources, support from their adjoining community, and, most importantly, a framework, culture, climate, and environment in which success is embedded.

The creation and implementation of a tangible leadership framework, then, is necessary, not simply as a structural encasing but, more importantly, as a standard of greatness that usurps all seemingly pejorative factors (including, but not limited to, race, socioeconomic status, family composition, gender, culture, disability, etc.). The establishment of this agenda transpires as one continually strives toward self-actualization (Johnson, 2022, 2023). Through this, one can effectively lead others as they also endeavor to attain their personal and professional goals. At the core, this separates efficacious leaders from the fold and what leaders should constantly aim for – the ability to serve unremittingly as a reflective leader-practitioner in life first. Then, and only then, can one’s daily work on the path to self-actualization be reflected via professional practice.

Leadership Connection: The Gear Up Program At Utc2

During the midpoint of the first complete cycle (2011-2018; second cycle, 2018-2025), we were granted the opportunity to investigate and assess the efficacy of UTC’s GEAR UP program (Gaining Early Awareness and Readiness for Undergraduate Programs) on positively impacting student academic achievement and preparing them for success in and beyond college. The program primarily services three high-need schools in Chattanooga, TN. The students associated with GEAR UP have been identified as “at-risk;” thus, several interventions have been implemented. This work includes but is not limited to the participation of teaching assistants during school hours, counselors and interventionists who facilitate the after-school program, and a 2-week “boot camp” each summer, all to get and keep students ever-ready for college life (2011-present).