Chapter One: Too Good to be True?
If we are putting all of our efforts on the almighty test score alone, I am quite afraid that we are going to create a generation of children who know how to do nothing but take a test well. —Muriel Summers, Principal, A.B. Combs Elementary
In this chapter Covey sets the tone for and gives us a sneak preview of the case he will make in favor of leadership-centered rather than fact-centered education for all children. From his perspective, we have to look at the present offerings in schools today and see if those schools are adequately preparing young people to thrive in a 21st century marketplace. For Covey that preparation is a partnership principally between schools and parents who can join forces and send the same message to young people. Covey presents his pilot leadership training program through the eyes of a parent searching for a good neighborhood school.
The pilot for Covey’s ‘Leader in Me’ program is A.B. Combs Elementary in Raleigh, North Carolina. The statistics, the reputation, and the word of mouth about Combs Elementary is so extraordinarily positive that the parents have to visit to see for themselves. Their visit to Combs is eye opening and answers the question in this chapter’s title, “Too good to be true?”
From the moment they step on campus, these parents get an opportunity to experience Covey’s ‘Leader in Me’ program at work. The parents witness four keys that distinguish Combs from other schools.
Covey is quick to let us know that his “Leader in Me” program is a viable and sustainable program that is being customized and practiced in schools internationally. Customization is an important feature of the program because Covey wants schools to adapt the timeless universal leadership principles in ‘Leader in Me’ but to also to bring the special flavor of each community into the process.
Covey also wants readers to view the success stories of the model programs he will share in depth in later chapters through the lens of each program’s ability to
If we are putting all of our efforts on the almighty test score alone, I am quite afraid that we are going to create a generation of children who know how to do nothing but take a test well. —Muriel Summers, Principal, A.B. Combs Elementary
In this chapter Covey sets the tone for and gives us a sneak preview of the case he will make in favor of leadership-centered rather than fact-centered education for all children. From his perspective, we have to look at the present offerings in schools today and see if those schools are adequately preparing young people to thrive in a 21st century marketplace. For Covey that preparation is a partnership principally between schools and parents who can join forces and send the same message to young people. Covey presents his pilot leadership training program through the eyes of a parent searching for a good neighborhood school.
The pilot for Covey’s ‘Leader in Me’ program is A.B. Combs Elementary in Raleigh, North Carolina. The statistics, the reputation, and the word of mouth about Combs Elementary is so extraordinarily positive that the parents have to visit to see for themselves. Their visit to Combs is eye opening and answers the question in this chapter’s title, “Too good to be true?”
From the moment they step on campus, these parents get an opportunity to experience Covey’s ‘Leader in Me’ program at work. The parents witness four keys that distinguish Combs from other schools.
- The school is clean and the writings on the walls (graffitti) are uplifting and motivating
- Students are genuinely confident and respectful in their dealings with peers as well as adults on campus
- Teachers are energized and able to engage their pupils in a variety of challenging learning activities
- Students are involved in problem solving and critical decision making on every level at the school.
Covey is quick to let us know that his “Leader in Me” program is a viable and sustainable program that is being customized and practiced in schools internationally. Customization is an important feature of the program because Covey wants schools to adapt the timeless universal leadership principles in ‘Leader in Me’ but to also to bring the special flavor of each community into the process.
Covey also wants readers to view the success stories of the model programs he will share in depth in later chapters through the lens of each program’s ability to
- honor the universal leadership principles
- bring out the best in each individual child
- promote parent teacher partnership in transferring values