Connecticut Historical Society Case Study

Introduction “If I have a new idea, will it get shot down or can we try it?” This was the question Becca Gavin asked of her future supervisor when she interviewed for the position as Head of Education Programs last year. The sentiment she expressed is likely shared by educators nation wide; the desire to know that one’s professional opinions will be respected, and innovative designs be honored is likely a universal want. At the Connecticut Historical Society (CHS) the educators have worked to gain expertise in a competitive industry to find work at an institution their will welcome novel insights and is willing to act on them. I argue that CHS’s willingness to take risks on behalf of their employees’ innovation creates a leadership culture that could be successfully translated into schools struggling to negotiate the transition into twenty first century teacher leadership. As the Connecticut Historical Society’s standard for professional respect and collaboration within a necessary hierarchy, attracts competitive talent, capitalizes on the potential of all levels of employees, and empowers everyone within their organization to work toward their unified mission, it should serve as a model for other educational institutions, including schools. …show more content…
Next, I will present evidence to investigate the organizational hierarchy, challenges to leadership, and leadership norms working at both this site, and the museum professional industry more broadly. Finally, I will explore the implications for schools based on the apparent success of this museum’s educational norms and call for schools to create similar structures and standards for