Career Reinvention (It's Better to Wear Out, Not Rust Out)
I met the last member of my class as I returned to my room at Airlie House, an antebellum mansion in Virginia’s hunt country, where WIE hosted our orientation gathering. He snored softly, his beard spread atop his blanket. His unopened backpack rested against a wall. Hello, Bernard Glassman, newly arrived from Thailand. Welcome to our cadre of bright, talented, culturally and lingually diverse, extremely well-educated, and generally personable dewey-eyed change-makers.
By default, most of us aspired to improve public schooling. A few through federal agencies and policies. A couple already knew that the real action occurred at the state level. One or two carried the superintendency bug. We all sought to explore national-level policy making, hone networking skills, and learn how to effectively govern. Nearly everyone agreed that living / working / studying in Washington, DC trumped just about anything.
My initial leadership training began in second grade. In that classroom of 13, I figured out how to extend and enhance my learning. The local post office connected me to the world beyond the corn and soybean fields of east-central Illinois. The school’s six teachers offered rich resource networks through which I leveraged the content of textbooks and workbooks into nearly limitless inquiry and discovery.
I learned that classmates esteemed me when I invited their questions and shared what I knew. Teachers actively coached and mentored me. Community leaders invested their time and wisdom in me. Donors underwrote the cost of Boy Scout summer camps and the American Legion’s Boys State. Nearly everyone in my home town of 550 helped raise me.
As I left for college, I recognized the efficacy of the three fundamentals of successful social and governance paradigms. Articulate policies that always recognize, affirm and empower human potential. Develop safe paths for use of “best practices” and trial and error where those don’t work. Model and practice networking.
A decade of undergraduate, graduate and post-graduate schooling conceptualized and reinforced those three fundamentals. 2 1/2 years of pre- and post-doctoral internships confirmed and deepened their importance. The Ford Foundation’s Washington Internship in Education iced the cake.
Fast-forward through 16 years of public school leadership — always at the district level. About six months into my final superintendency I realized that I no longer sought the next job. My self-diagnosed “restless intellect” prompted me to career shift into the private sector.
17 years and three successful non-education related businesses later, I once again career-shifted. This time as a volunteer teacher in developing countries. My wife, Linda and I lived and taught for two years in Honduras and for one year in Indonesia. We returned to the US in 2013.
As expats, we lived in local neighborhoods, shopped in local markets, and ate in local restaurants. We visited cities, small towns and villages. Nearly everywhere we met missionaries and volunteers through whom churches and charitable organizations sought to provide free, in-country medical, dental, child-care, and education services to the poorest and neediest. While we noted the obvious benefits provided, we also witnessed an unexpected result of such well-intended charity — a continuing culture of dependence.
Nearly always missing was the bedrock of successful social and governance paradigms. Few policies recognized, affirmed and empowered human potential. Fewer, if any, safe paths existed for use of “best practices” and trial and error where those didn’t work. Networking mostly promoted and facilitated corruption.
2016 and Beyond
To help reduce cultural and economic dependence, we created The Foundation for Enterprise and Hope, a 501c(3) non-profit corporation, doing business as The Coffee Can Group.
Through no-interest micro-loans, we aim to enable burgeoning entrepreneurs (particularly young women) to start a business, produce a profit, and grow personal wealth. As loan recipients repay their loans, those monies remain in the local community to be reinvested in other proposed businesses. Interrupting debilitating cycles of social and economic dependence begins with enterprise and personal wealth.
The three pillars of policy, networking, and leadership provided us the conceptual framework for fostering economic and social independence. Based on these tenets, we support sustainable economic empowerment through enterprise. Networking generates clients and social investors. We mentor and coach others to lead this effort.
We rooted our social investment model in successful small business structures and practices. The Coffee Can Group’s leadership teams include entrepreneurs who saw opportunities to make money, created businesses, produced profits, and developed personal wealth. Along the way they helped others and had fun.
We envision hundreds, perhaps, thousands of persons contributing fewer than $25 each. Our Coffee Can Connections comprise networks of social investors who form investment groups of five or six, generate a group investment donation, and then reach out to others to form new investment groups.
The Coffee Can Group also intends to engage with public and independent schools and colleges across the US. We seek to network with elementary and high school teachers who wish to integrate our economic and social investment model into their study of languages, cultures, geography, and economics. We plan to network with college and university professors and their undergraduate and graduate students to encourage them to investigate and document the outcomes of growing individual enterprise in developing countries.
Learn more about and with us.