A Reader Writes... (A Fatal Flaw - Part 2)

In response to the post, “A Fatal Flaw,” and the subsequent reader's comment, another reader writes:

“There are so many different leadership styles! For as many principals are out there, there are that many leadership styles. Different leaders can fully embrace and implement the Foundation Trinity and the Cain principles at their individual schools and they will all look different. Different demographics, different target sub-pops, etc. There needs to be balance yes, but improving the adults on campus WILL keep the students first.

What is the Principal supposed to do? Walk the students to class while holding their hands? Giving unconditional support, outstanding and relevant professional development, and hyper-monitoring teachers will keep students first. Student achievement is not the principal's responsibility; it is the teacher's responsibility. Teacher improvement is the principal's responsibility.

Can I get an Amen, or not?”

SC Response
My response to this is completely contextual. In the big picture the writer, is correct. This thinking is completely in line with that of a Superintendent friend of mine, who delineates responsibility in this way, “My responsibility is to coach principals. The principal’s responsibility is to coach teachers. The teacher’s responsibility is to coach students. The student responsibility is to engage in the task.”

In the small picture, things are not quite so clear cut. Each person has a responsibility to step up and fill the breach if, for any reason, the needs of students are not being met. Where that breach occurs, varies from day to day.

A superintendent steps up to assist in cafeteria duty, because suddenly there is a need. A teacher covers a class during a conference period, because the substitute hasn’t arrived. A consultant helps unload students from the bus, because the campus is short-handed. And, a principal walks a student to class, because that particular student needs the extra-support.

Overall, I subscribe the to the Marine Corp theory of “Every Marine a Rifleman.” I believe and model, “Every Adult on Campus a Teacher.” It is that belief, more than any other reason, why I have credibility on any campus I work with. There are staff members that may not agree with everything I say and do. There are staff members that do not like me. But to a person, they have to admit that on top of all my other tasks and responsibilities, when the going gets tough, I’m right there beside them.

To sum up, there are big picture responsibilities that are the priority for specific line positions, but needs of individual students must remain the focus of our actions. So, to answer the writer’s final question, “Contextual Amen.”

Think. Work. Achieve.

Your turn…

Sometimes You Have to Move

Recently, I was talking to an Assistant Principal that I have known for for quite a while. He is an excellent AP; aggressive, knows curriculum forwards and backwards, understands and uses data, solves problems, etc. In fact, in his district there is not another AP that can match him in skills and accomplishments. Yet, his district didn't even interview him this year for its principal openings.

His question to me was, "what do I need to do to move up?"

My answer, apply somewhere else. If the district that you work for does not appreciate the skill set that you bring to the table, expand your search. It's not about what's fair, it's about expanding your opportunities.

Think. Work. Achieve.

Your turn...

A Reader Writes... (A Fatal Flaw)

In response to the post, “A Fatal Flaw,” a reader writes:

“There has to be a balance with faculty. I have had a hard time with this balance, in part due to the fact that I have a habit of taking over schools that are in a ditch, in which the problem is usually due to adults. Having said that, I am reminded of Stephen Covey. Covey says you can make people work, but they volunteer their best contributions. What I now attempt to do is to never negotiate on best practices, but on the other hand I try to be one with my faculty, without being one of them. Celebrate success, share moments of joy, and moments of pain. Suggested reading: Seven Habits of Highly Effective People, by Stephen Covey. It is an older publication, but the principles in the book are time enduring.”

SC Response
I want to elaborate on my original premise. That being that principals must be loyal to their students first, staff second. The problem with my comment is that as Michael Fullan points out in his writing, it is ripe with hidden nuance. The statement is meant to be a proverb, to be used as a tool. But like any tool, if it is used incorrectly, it can cause more damage than benefit.

Loyalty is not always an “us-versus-them” proposition. You can be loyal to both sides. However, in the role of principal, if you don’t advocate for your students, no-one else will. And sometimes what is best for your staff, isn’t what is easiest for your staff. Doing what is right for students and working to get better, are not the comfortable paths.

What the principal I discussed in my original post appears to be doing is working to create a staff that is loyal to him, due to his ability to dole out favors and protect them from change.

To sum up, the principal that is loyal to students and pointlessly antagonistic to staff is not fulfilling the leadership requirements of the position. The principal that is loyal to students and positions and equips staff to maximize their effectiveness will have a campus that can achieve great things.

Think. Work. Achieve.

Your turn…

A Reader Writes... (DAEP - Part 5)

I response to the original post, "And Your Point Is," and the subsequent comments and commentary, a reader writes:

"I fully agree with this."

SC Note:
Thanks for the affirmation. It's good to know that even if we are staking out the less than popular position, the support for that position is vocal and active. As is the opposition...

Think. Work. Achieve.

Your turn...

A Fatal Flaw

In a recent meeting with a superintendent, the discussion moved to the quality of the principal corp in the district. For the most part, she was satisfied with their performance this year, but one principal in particular was troubling her. This was an experienced principal that seems to have all the tools to be exceptional, yet isn’t.

My impression of the principal, which I shared, was this: In spite of all his talk to the contrary, this principal is loyal to his staff first, his students second.

Is loyalty to your staff a bad thing? No, but as E. Don Brown points out, “the only person positioned to be a pure advocate for students, is the building principal.”

When you have a principal that refuses to embrace that role, you get a campus that just doesn’t seem to run on all cylinders, even when results aren’t bad.

As for what the superintendent is going do, probably nothing right now. But I can assure you that the principal in question is now on the superintendent’s radar. And this superintendent, is a huge fan of E. Don.

Work. Think. Achieve.

Your turn…

Bad Advice From a Former Boss

On Sunday's I've been sharing advice I've received over the years that I have found useful. Not all of that advice has been good. In fact some of it, even though it was given in good faith, has been absolutely horrible. Here is some bad advice, given to me by a well intentioned boss. In fact, for three straight annual appraisals, it was what I was supposed to "work" on.

"Be patient."

The problem with this advice is that it makes it easier on adults, which was my boss's desire, but it destroys kids. Everyday I wait to become a better teacher, coach, and/or leader, means that some kid is falling further and further behind. The only way I can look myself in the mirror is to be impatient.

Think. Work. Achieve.

Your turn...