JUST PASSING THROUGH

Just Passing Through

In the course of coaching school principals at all levels in a number of large public schools, it is sometimes a sobering thought, especially for new, enthusiastic, idealistic young principals, to learn that their new school assignment, their dream job, is at a location they cannot call their own.

There is certainly nothing wrong with enthusiasm and idealism; these are two of the characteristics we desire to see in our principals. I assume the same is true for all of us who have served communities and children; however, we are all merely “sojourners,” passing through, leading, encouraging, and doing good deeds for all of the individuals we encounter on our latest stop. Principals must remember, especially when they have been assigned to a school with an experienced faculty and staff, that in many cases, these folks have probably seen several principals come and go and they are likely to see more principals who follow. Therefore, it is critical that teachers and staff be given a voice in how the school is run and the planning that is done to establish the goals of the campus.

The power of teacher voice cannot be overemphasized or taken lightly. It is a common opinion that “One gains power by relinquishing power,” (Unknown). It does not diminish the importance or impact of strong leadership on any campus. However, if systems are not in place for employees to voice concerns and to offer suggestions, it will not take long for the fabric of the school to begin to unravel. There is little doubt about to whom the helmsman looks in order to steer the ship on its course, but that course cannot be followed if the crew has not set the sails to maximize the fair winds we know as goal setting and collaboration. If the captain arbitrarily decides to steer the ship, set the goals, read the charts, develop the school’s mission and set the sails, he will find he is on a foolish, dangerous journey. The crew will not often intervene, or march up the chain of command; there is no time for that. They will however, watch their captain flounder until the vessel is within reach of dangerous shoals.

Most states mandate the formation of some type of site-based team made up of parents, teachers and administrators, and that team is likely the group that follows the local design process for curriculum and instruction. They serve in an advisory capacity to the principal; however, it is critical that their ideas are heard. It is equally important that concerns and ideas about technology, student discipline, wellness, facilities, and hospitality are heard and addressed if possible. Some issues will be addressed and solved and for some, there is no immediate solution; at the very least they will be considered, or placed on the agenda for consideration, and the outcome explained. It is important that the groups are heard but just as important that a suitable and non-threatening process and environment exists for timely and thoughtful consideration. I often tell principals when emphasizing the importance of teachers’ voices, “Teachers are going to talk; they will either talk to the principal face to face or behind his back. They are still going to talk. I would much rather people talk to my face.” This is not to say that the principal or the assistant principal must be the chair of all of these committees; however, there must be well-defined systems in place for employees to share ideas and concerns.

As sojourners, principals go into an unfamiliar land to sow the seeds of success and well being for every person they lead. But we must keep in mind that the land is only ours for a limited period of time. Make the most of it! Carefully nurtured fields produce crops that are firmly rooted in soil that is rich and sustainable for many years.