Cultivating Potential from the Ground Up (eBook)

A Roadmap to Educational Leadership Beyond the Textbook

Passion Moss-Hasan (Autor)

eBook Download: EPUB

2025 | 1. Auflage
188 Seiten
Bookbaby (Verlag)
979-8-3509-8205-3 (ISBN)

Infos

My goal was to address a range of essential topics when examining the variables impacting education and the relationship between leadership and education. Moreover, I aimed to ensure that while much of my writing might seem opinion-based, it reflects actual practices and experiences that guided the content, drawing from practical experience as an administrator. Additionally, the writing includes research-based references for readers who prefer scholarly reading.

Dr. Passion Moss-Hasan, also known as 'Dr. Passion' is regarded as a transformative educational leader, working in an administrative capacity. With over twenty-five years of experience, she has spearheaded, and implemented initiatives that create internal systems of accountability while advancing the school's climate and culture, developed new hybrid programs of instruction and learning, helped to bridge the gap amongst all stakeholders, and vaulted forward building improvements and renovations. At present, she is the Principal of Dionne Warwick Institute of Economics and Entrepreneurship servicing grades pre-k to fifth grade in East Orange, NJ. Humbled by the opportunity to work alongside the school's namesake, American singer, actress, and television host, Ms. Dionne Warwick, Dr. Passion continues to inspire change as a turnaround principal. During her tenure she spearheaded numerous initiatives in an effort to revitalize the building, which sits over 110 years old. Additionally, she is lauded for leading the groundbreaking renovations of a state-of-the-art auditorium, backed by the East Orange School District. She led her school to receive the coveted Model School designation from the Leader in Me CASEL approved SEL program in 2022. From 2009 to early 2020, Dr. Passion served as the Principal of Cicely L. Tyson Community Elementary School of Performing and Fine Arts in East Orange, NJ. Alongside her administrative work, she was recruited by the East Orange School District and Community Partners to inspire the design of the community's state-of-the-art elementary and middle/high school and community center in honor of the late renowned American actress and activist, Ms. Cicely L. Tyson. The community school which teaches core disciplines while focusing on the creative potential of the students, boasts two auditoriums and two black box theaters. Dr. Passion's diverse professional background, which includes roles as a performer, teacher, instructor/broker, literacy coordinator, assistant principal, and motivational speaker within the greater metropolitan area guided her recommendations during this much anticipated and groundbreaking initiative. Starting her career as an administrator at the Washington Academy of Performing Arts in East Orange, New Jersey, Dr. Passion acted in the role of Vice Principal (2006-2008), Acting Principal (February, 2008 to June 2008), and Principal (September 2008 to June 2009). As school principal, her spirit to challenge the status quo and improve the experience and the academic success of students took root and blossomed. Education Dr. Passion earned her B.A. from Delaware State University in Drama and Speech Communications and a M.A. in Administration and Supervision from Saint Peter's University. She also completed a Doctorate in Educational Leadership at Kean University in New Jersey researching and writing about the efficacy of afterschool programs. She proudly serves as a member of multiple organizations such as the National Education Association (NEA), National Association of Elementary School Principals (NAESP), New Jersey Principals and Supervisors Association (NJPSA), East Orange Administrators Association (EOAA), Kappa Delta Pi (KDP), Phi Delta Kappa Incorporated (PDK), Delta Sigma Theta Sorority Incorporated, NC100BW, Yejide Lessons, and Woodbridge Organization of Neighbors Advocating Change (WONAC). Accomplishments Dr. Passion's accomplishments are extensive and wide-ranging. She is a trained executive leadership coach. In December of 2013, she traveled to China to study the current Chinese educational system, share educational theory and practice from the American educational perspective, and to establish a rapport with performing arts schools. Dr. Passion has also been featured on various platforms addressing educational leadership, equity in education and program development. Furthermore, in 2017 she received a formal invitation from the senior pastor of The Potter's House, a global humanitarian organization, the Honorable Bishop, T.D. Jakes, to serve as a speaker for the First Legends Award. The award, designed to acknowledge the great work of iconic figures in music and the film industry, was presented to Ms. Cicely L. Tyson. Further, as a result of her leadership efforts she was nominated by Ms. Dionne Warrick, ng America's (GMA) Inspiration List: Who's Making Black History Right Now? The nomination acknowledges rising stars whose influence will become colossal and others who are 'hidden figures' doing the work, gaining success and sharing their talent, 'making Black history right here, right now.' Dr. Passion was acknowledged alongside the likes of American Rapper, Missy Elliott, American television broadcaster, Robin Roberts, and American ballet dancer, Misty Copeland. Dr. Passion has also received numerous awards from local organizations.

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My goal was to address a range of essential topics when examining the variables impacting education and the relationship between leadership and education. Moreover, I aimed to ensure that while much of my writing might seem opinion-based, it reflects actual practices and experiences that guided the content, drawing from practical experience as an administrator. Additionally, the writing includes research-based references for readers who prefer scholarly reading. Furthermore, I wanted to include workplace scenarios that reflect practical experiences that one may encounter as a leader. Keep in mind that while some scenarios may resemble real life experiences, they are created for the purpose of providing context for readers, without directly referencing individuals I or my colleagues have worked with. Others will serve as actual testimonies of real-life encounters. It was also extremely important to me to compose a book that resonated with people of varying educational backgrounds and degrees within the field of education. While unsure if I achieved my overall goal, I do know this book was a labor of love, representing who I am as an individual, with all its many twists and turns. It serves as a unique representation of how we can all dare to dream and turn those bucket list items into a true reality.

Textauszug

Inner City Chronicles:
Growing Through Grit

I am a product of an urban community. I clearly recall growing up in an inner city community, filled with great memories of friends, family, and learning experiences. My childhood, however, was sidelined with pockets of mishaps and adversities resulting from social and environmental factors within my community. Overall, I was very fortunate though. I had a good life. As my mother’s only child, I never wanted for anything.

She tried to protect me from some of the harsher realities of inner-city life by expanding my world view. She made certain to take full advantage of extracurricular programs within my community. She also made sure that I had alternative experiences beyond its boundaries. There were no barriers to my learning and growing. She was adamant about that.

Those alternative experiences were eye-opening, but beneficial. Let me take a moment and paint a picture for you. Looking back, the residents of those alternative communities were mostly caucasians from middle to higher-middle-income brackets. I quickly identified with the fact that I looked different from most of the children whom I came in contact with. Often, their curiosity led to inquiries about my physical attributes, something that I like to refer to as my blackness. These conversations were mostly awkward.

I can recall being in a few uncomfortable positions toward the latter part of my middle school years and into my teenage years. I even experienced backhanded compliments like, ‘You’re so pretty for a dark-skinned girl,’ ‘You’re not fully Black; you have mixed hair,’ and ‘You have a nose and lips like white people.’ Ironically, these insulting comments did not only come from children who lived outside of my community, but also from some children within the bounds of my community. They did not understand why I did not receive these so-called ‘compliments’ favorably; I guess that’s a topic for another book. Thankfully, I grew up with a very supportive family, so I was never made to feel insecure about my skin color within the sanctuary of my own home.

Meanwhile, my mother continued to enroll me in extracurricular programs located outside of my community. Sometimes I was invited to events at the homes of students in the program. That’s when I started to notice differences. Some lived in grand homes. One of the students even lived in a genuine mansion. Imagine. It was definitely different, blatantly so. That’s when I had an epiphany. Instantly, I became very aware of the privilege afforded to affluent communities. This awareness continued into my teenage years. I remained active in performing arts programs and traveled to many neighboring communities to participate in events.

Admittedly, these experiences helped mold and shape me into the person I am today. These experiences also helped me deal with the cultural shock that many of my neighborhood friends experienced as adults. That is, the cultural shock of “The haves and the have-nots”. I consider myself lucky to have been exposed to both worlds. As I reflect back, I think I handled myself well as I navigated both worlds. I made it through to the other side.

Now, back to my mom. She was and still is the epitome of a “phenomenal woman.” She was a dedicated school educator who understood the importance of pouring her commitment into each student who entered her kindergarten classroom, all the while remaining present in my life. She was also my first role model. As a child I enjoyed performing. She always took me to practices, rehearsals and programs and patiently waited for me. She motivated me. She taught me the importance of commitment at a very young age.

I think that my level of talent in the arts (singing, dancing, acting) allowed me to fit in and to be more accepted by others who otherwise would have considered me to be extremely eccentric. By eccentric, I mean that I always did things my own way. As a youngster, I created my own unique style of dress, hairstyles and wore facial jewelry. My quirky attire changed often, depending on my mood and artistic space. Sometimes my mom would call me the black Boy George or Cindy Lauper (successful pop stars from the 1980’s). I guess some of my looks were definitely as outrageous and bold as both artists. I didn’t care much about what others thought though. I pretty much have the same mindset to this day. Some would say that I’ve lived up to my name for sure!

A Hug From Whitney Houston

Singing was definitely my number one love. I can recall two very special occasions when I sang for superstar, powerhouse singer, Ms. Whitney Houston! As a child, she was my idol. The first time I met Ms. Houston I was a very young child, attending a local church in my community. I was told that I would be singing a solo when Ms. Houston arrived at the church. She was beautiful and kind, and all that I expected her to be. After I sang my heart out, she graciously gave me a hug. My next encounter with Ms. Houston, was even more noteworthy, as this was the first time that my father had ever seen me perform as a young child. I was selected to sing during the halftime show for an NBA game in New Jersey. If my memory serves me right, I believe the Nets played the Bucks. After I sang my song, Ms. Houston and my dad gave me hugs, as my mother smiled from the sideline. While I was sure that she never made the connection to the little girl who sang at Mount Olive Baptist Church a few years prior, it did not matter to me at all. I was just blessed to be in her presence again.

By the age of twelve I got accepted into the Summer Arts Institute (SAI) program at Rutgers University in New Jersey. I was the youngest student to be in the program, and I spent the summer on campus receiving training and performing alongside some of the most talented teens throughout the state.

Developing a Love of Community

While I had such a passion for the arts at a young age, my mother also instilled in me the importance of having an education and developing a love for community. Loving black and brown people and the experiences afforded to me in my community was encouraged, never diminished. She also taught me the value of loving anyone who was worthy of being loved. Her life was about family, her students and supporting me, and nothing has changed after all these years.

My dad, meanwhile, was from the proverbial “other side of the tracks”. Although a man of many talents, dreams and aspirations, he did not always make the best decisions in life. My family often jokes about how much I resemble him physically and how I inherited parts of his personality along with his musical abilities. My paternal family was more exposed to the unsavory side of life, drugs, gangs, violence, and all that comes with it. Nevertheless, with hard work and will power, some of my cousins have beat the odds and are building a better life for their families. I understand the struggle that many of them experienced due to systemic poverty and the pressures that often consume our inner city communities and youth. Sadly, I’ve lost many family members to gang and street violence. No matter what though, I still grew up loving them; they always loved me back too.

When my parents separated, my mom and I moved in with my grandparents. I spent the majority of my life in what we called “The Nowell Hotel” because my grandparents always took people in. When folks would fall on hard times (relative, non-related, you name it) they stayed with us until they were able to get back on their feet. My family members were not necessarily all biological. Nevertheless, they had a helping hand in raising me though, all the while broadening my experiences as an African American kid growing up and accepting me as I was.

I also recall neighborhood kids always wanting to spend time at my house. I always wondered why. As I matured, I finally understood. You see, in my house, the adults made sure we followed rules. My friends would come into the house and they respected my grandparents and mother because of the structure that was in place. This structure included making sure we had access to basic necessities like food, shelter, safety and love, but it did not stop there. My friends were also included in our family celebrations and occasional day trips. This is why I am who I am today. I am thankful for my entire family for directly and indirectly contributing to the well-rounded person that I have become. Ultimately, all kids want structure. Having structural grounding has enabled me to navigate the work that we do as school leaders, fearless of challenges. I like to think it is due to the paternal side of my family, while my work ethic and determination come from my maternal lineage.

So you ask, what’s the connection? How does this outpouring have any relevance to education? Well, many of the children growing up in communities like mine, do not have the same opportunities that were afforded to me. Instead, like several of my childhood friends, they are trapped and confined by the square footage that represents their city block or within the radius of a few neighboring blocks.

However, through the exploration of education, they can travel the world and aspire to be more–aspire to attain more. Whether through the journey of reading a great nonfiction book, investigating a scientific theory, or participating in a Math for Life class, we owe it to students to create many ways to support their academic and social-emotional...

Produkt-Details

• Erscheint lt. Verlag: 16.5.2025
• Sprache: englisch
• Themenwelt: Sozialwissenschaften ► Pädagogik
• ISBN-13: 979-8-3509-8205-3 / 9798350982053