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WHEN VIEWING ON A TABLET OR MOBILE -- DOUBLE TAP TO ZOOM L eadership is more than a title. Too many people—myself included—have been in a leadership position and assumed that their position gave them an understanding of everything. To really be a leader, you need to understand that you always have more to learn. And you need to be willing to get your hands dirty to learn it. My story about this is from my first year of teaching at the Washington DC school. I was totally ignorant to what a teacher does, and I was able to experi- ment with a lot of out-of-the-box teaching methods. My ability to pursue some of the progressive ideas at that time was due in part to the fact that I was part of a national cadre of idealists who were interns in the DC Urban Teachers Corps. The DC Urban Teacher Corps was a part of a national movement that rose in response to a countrywide shortage of teachers. Its goals were “to attract and train young men and women to teach in inner-city schools and simultaneously to have them experiment with and develop curriculum materials appropriate to urban youngsters.” The Urban Teacher Corps held the belief that reasonably intelligent men and women who possessed commitment, flexibility, creativity, and concern could have a significant impact on inner-city youngsters. Three of the Urban Teacher Corps’s assumptions, which the District of Columbia public schools wrote in 1968, shaped the leader and educator that I would eventually become: 1. The Student: “Many inner-city youngsters lack the essential skills of writing, reading, computation and reasoning necessary for effective 9 COPYRIGHTED MATERIAL