Educational Leadership - September 2010

Joanne Rooney

Principal Connection

The Big Questions

The sentry stood at his post, protecting the troops in the encampment. A movement nearby captured his attention. The dense
undergrowth around the encampment hid the
source of the noise. The sentry steadied his voice
and shouted toward the sound:
“Who are you?”
“Where are you going?”
“How do you plan to get there?”
Principals beginning the school year resemble
that sentry. They are on duty, protecting teachers
from external forces that interfere with their
primary instructional role. When
blinded by conflicting responsibil-
ities—the “dense undergrowth”—
the sentry’s three questions can help
school leaders focus their attention
and provide direction.

Who Are You?

A school leader’s core values and
beliefs will always trump his or
her skills, knowledge, roles, and
responsibilities. This is more than
a principal’s résumé. Effective
leaders possess integrity, are
strong yet compassionate, and
have the knowledge and skills needed to do the
job. These qualities are fundamental to great
leadership. Without them, the effort to improve
the school will be superficial at best. Effective
principals are reflective, asking themselves what
they value and what keeps them going.

Terry’s middle school, in an affluent community, places heavy demands on him. An early riser, he often greets the sunrise while jogging. These early morning runs clear his head. Terry uses this time to reflect on who he is as a person and how that applies to his service to children.

Barbara chooses yoga as a way to reflect and recharge. Bill prays. Andre keeps a personal journal. Dana trusts a critical friend who loves her enough to tell her the truth. These principals believe they must tether themselves to their core beliefs to lead effectively.

Where Are You Going?

School leaders must develop, share, and work toward some clear vision of what the school should look like. This sense of a “preferred future” serves as the school’s global positioning system, bringing the disparate elements together toward a common goal.

The principal’s answer to the question, Where are you going? becomes the driving force behind his or her efforts. Some principals envision a school in which kids and teachers care deeply about one another and are deeply engaged in learning as a community. Others relentlessly pursue high test scores. Some might put their efforts into simply “keeping the ship afloat.”

Unless principals plan
carefully, their vision
will be nothing but
wishful thinking.

Teachers may not know the words in the school’s formal vision statement, but they do know what is important to the principal. Here are the clues:

n Money. The budget speaks louder than any words. How much is spent on athletics? The fine arts? Technology? Staff development? Where we spend our money reveals where our heart is.

n Time. Daily planners also offer clues to our real priorities. How much time do you spend in classrooms? On student discipline? On answering e-mails? At district meetings? And what about teacher time? Are faculty meetings a time for effective professional development or just a place to air administrative announcements? Is time carved out for teachers to plan together?