- Based on your learning in this course, address the following discussion questions. Be sure to cite evidence from the course readings as applicable.
In an interview for administrator, what questions do you anticipate being asked? Please provide at least three questions you anticipate or or know of in speaking to your mentor.
In addition to traditional questions, many positions require a performance-based task as part of the interview process. These tasks are typically separate from the traditional panel interview and require you to show your knowledge of the position. Interview your mentor or another administrator and share examples of performance-based tasks they have encountered.
How will you project confidence and competence during your interview. Share specific examples.
Required Readings: See attachment
Recommended (Optional) Readings:
Hopkins, G. (2008). Interviewing for the Principalship: Tips from Principals. Retrieved from
https://www.educationworld.com/a_admin/admin/admin514b.shtmlLinks to an external site.
Keany, M. (2012). Interviewing for the Principalship: Nine Possible Questions. Retrieved from
https://schoolleadership20.com/m/group/discussion?id=1990010%3ATopic%3A129953Links to an external site.
Young, P. (2012). Landing Your First Principalship. Retrieved from
https://www.educationworld.com/a_admin/columnists/young/young001.shtmlLinks to an external site.
Robbins, P., & Alvy, H. B. (2014). The Principal′s Companion (4th ed.). SAGE Publications, Inc. (US).
https://bookshelf.vitalsource.com/books/9781452287584
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Chapter 20: Taking Care of Yourself
I used to think it was selfish to engage in activities like scheduling time for sports, movies, and
reading. Now I realize if I don’t do those things, my ability to nurture others is compromised.
—A principal’s voice
Principals must take care of themselves in order to care for others. Setting an example as a
leader does not end with the leadership, instructional, and management roles of a principal.
How a workplace “feels” plays a profound role in influencing creativity, commitment, and
productivity. The leader’s behavior is observed by organizational members and serves as an
emotional barometer and guide. One’s job performance is impacted by one’s home life and vice
versa. In all professions, if the leader comes to work unhappy or stressed out, it takes a
tremendous amount of energy and psychological manipulation to reverse one’s disposition in
order to function effectively for others and oneself. If a leader wants the staff to perform
optimally, the leader must model both a zest for professional learning and enthusiasm for
leadership that influences learning. Just as important, however, is modeling taking time to relax,
reflect, and renew. If the school leader and staff are not refreshed when the year begins, then
the school year is off to an ominous start.
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What Is Burnout?
According to Miller and Smith (1993), “If in the beginning your job seems perfect, the solution to
all your problems, you have high hopes and expectations, and would rather work than do
anything else, be wary. You’re a candidate for the most insidious and tragic kind of job
stress—burnout, a state of physical, emotional, and mental exhaustion caused by unrealistically
high aspirations and illusory or impossible goals” (p. 107). Other possible causes of burnout
may include a loss of meaning for the work and frustration resulting from top-down mandates
https://bookshelf.vitalsource.com/books/9781452287584
that do not align with what is best for students. Lack of rapport, common beliefs, or
communication with assistant principals can also contribute to job stress. A toxic school culture,
and the daunting task of transforming the culture, can be still another contributing cause of
burnout. Finally, many principals cite the long hours and time away from family and friends as
another burnout factor.
ACHIEVING SUCCESS OVER STRESS
“Making a concerted effort to build your resilience is a major stress-prevention technique”
(Singer, 2013, p. 24). Leaders play many roles besides those formally assigned—counselor,
psychologist, nurse, mediator, scheduler, facilities director—to mention only a few. Balancing
these duties that are assigned or befall you with challenges and responsibilities at home can
leave one feeling overwhelmed. The following seven strategies, cited by Jack Singer (2013),
can “inoculate you against . . . stressors”:
1. Take charge of your internal dialogue or self-talk.
“Research has shown that thinking patterns have a dramatic effect on moods, attitudes, and
emotions” (Singer, 2013, p. 24). Stress results when one encounters disturbing events and then
talks to oneself about those happenings in a negative way. William James, an American
philosopher and psychologist, once said, “The greatest weapon against stress is our ability to
choose one thought over another” (Singer, p. 24). Stress mastery involves choosing positive
self-talk instead of negative.
2. Develop the 3 C’s of stress resistance: Commitment, Control, and Challenge.
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Singer (2013, p. 25) suggests that in addition to taking control of one’s thoughts, it is important
to revisit the commitment one made to become a leader—to serve students, staff, and the larger
community. By focusing on the vision you possess for your role, you can rise above daily
stressors. Let those over which you have no control fade away. The second “C” has to do with
control. There are many stressors over which you have no control. So focus on that which you
can control or influence, through participation on a committee, for instance. The third “C” is
challenge. Essentially, challenges can either be viewed as obstacles or opportunities. Embrace
them as opportunities, make lists on your e-tablet, phone, or pad of paper. Check them off as
you address each one. For problems that you have yet to overcome, create a step-by-step
strategy to address these over time.
3. Breathe!
When one breathes through the diaphragm, a full volume of breath is afforded—critical to stellar
performances. In contrast, when one is stressed, shallow rapid breathing often occurs.
4. Let the endorphins flow!!
Endorphins “are referred to as natural opiates because of their effect on reducing stress and
anxiety and creating euphoric feelings” (Singer, 2013, p. 26). Endorphins also positively impact
wellness because they enhance the immune system. Physical activity such as sustained
fast-paced walking, jogging, swimming, or tennis produces endorphins, as does laughing!
Research also suggests that endorphins are produced as a consequence of enjoyable
activities—yoga, massage, or a walk on the beach.
5. Take time to participate in random acts of kindness.
A sense of well-being, positive moods, and feelings of satisfaction are generated by doing for
others—especially when such deeds are unexpected. These feelings serve to counter feelings
of stress. Random deeds of kindness can include such acts as donating food, volunteering in
the community, writing notes, or surprising all staff with treats.
6. Indulge in positive reflections.
Often at night, lying in bed, our minds are occupied with all that went wrong or could have gone
better during the day. These negative thoughts rob us of sleep and increase the stress factor.
Instead, try writing positive reflections in a notebook or electronic journal.
7. Choose to spend time with positive people.
Negative people bring doom and gloom to those around them. Choosing, whenever possible, to
enjoy the company of positive people engenders feelings of optimism, hope, possibility,
encouragement, and wonderful opportunities for a bright future state. Invite feedback from these
people, read books, or articles about these topics.
TAKING CONTROL OF TIME
Unless we proactively organize our schedules with a lunch hour, leisure time, exercise, and
other activities that refresh us, they will not happen. Thus, as you plan your schedule, build in
leisure time. Place it on your schedule just as you place a school meeting on the calendar. The
idea, obviously, is not to place these activities during the school day at prime times but, rather,
to allocate time for daily personal activities at the beginning or end of the day to recharge your
batteries. For example, if you need to leave at 5:00 p.m., it should be noted on your
appointment calendar so you do not miss that jog, basketball game, or tennis match. Set a
reminder on your phone.
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Interestingly, the professional development time that you might take to read a journal to
stay current in the field is the first thing to go when unimportant but pressing items arise in the
schedule. Yet if we are to grow and our staff are to grow, we need to recognize that reading a
professional journal or taking time to participate in a webinar in our office is as important as any
other aspect of the job. Professional growth time should be calendared. This can also be a time
to inform our practice. One principal routinely writes quotations down on index cards from
articles she reads. She uses these to open faculty meetings with an approach called “Quote of
the Day.” Individuals read a quotation they are handed and can swap quotations with others.
Also, we need to allocate time to watch videos, reflect, write, and read about the principalship
and follow other professional interests. These interests need to become part of our professional
and personal schedules. Taking time out for yourself gives you an opportunity to reflect upon
your own experiences and your interactions with staff. You can gain a greater understanding of
the faculty by taking the time to ponder why a teacher acted in a particular way or made a
comment that seemed inappropriate. This can help a principal respond appropriately when
addressing the needs of faculty colleagues. Reflection often affords a principal a valuable new
perspective, providing valuable insights not available when one is rushing from one task to the
next.
TOWARDS REALIZING THE VISION: A PERSONAL MISSION STATEMENT
Taking time to develop a personal mission statement based on professional and personal goals
can help transcend the day-to-day responsibilities and keep your long-term vision in mind
(Covey, 1989). As you develop the mission statement, consider the following questions:
• When you retire from education, how do you want to be remembered?
• What do you want teachers, parents, and, most of all, students to say about you?
• What will you, and those with whom you work, say are the highlights of your life story?
• What will be your legacy as a principal?
• What kind of a friend are you?
• How productive are you outside of your professional work?
• What would you want written on your tombstone?
Such questions cause one to connect daily activities with a meaningful, long-range
vision. After your mission statement is developed, post it in a place where you can glance at it.
Reflect upon your actions and decisions. Do your actions and decisions align with the mission
statement?
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GAINING PERSPECTIVE BY SPENDING TIME WITH STUDENTS
A principal’s “batteries can be recharged” by taking time to visit with a class or spending a few
minutes with students on the playground, in the halls, or in a courtyard. Students appreciate
spending time with the principal, and this helps spread the message that the principal is more
than the office figure or school disciplinarian. Having students see you as a real person helps in
the process of building relationships with all students. One principal rides the bus with students
once a month. Another greets students at the door when they arrive every morning. Still another
participates regularly in book club discussions with different classes. These acts not only build
relationships but also inform the principal about the pulse of the school.
BODY AND MIND: HEALTHY AND ILL TOGETHER
If you do not feel well, it is hard to help others. From a practical viewpoint, the better you feel,
the better you will perform. Your personal level of health and well-being must be maintained if
you are to perform effectively on or off the job. This concept of well-being is dependent on
attention to four areas: physical, physiological, emotional, and psychological. Although these are
four separate areas, their functions are interrelated. For example, when you are anxious or tired,
you may indulge in too many sweets, which can adversely affect your blood sugar level and put
your system out of balance. A quick examination of these four interrelated categories can help
you assess your personal well-being and identify areas you wish to monitor or change.
Physical Awareness
We all value having energy. An essential way to gain greater energy is to exercise. Increased
energy and endurance can sustain us with a greater degree of alertness throughout the day. Yet
we often fail to take the necessary steps, before or after work, to fine-tune our bodies to perform
at a higher physical level while on the job.
Systematic exercise can improve cardiovascular fitness. As mentioned earlier, sustained
exercise releases endorphins in the body that can have a soothing, pleasurable effect on the
mind and relieve stress. And, of course, from a physical standpoint, exercise, energy, and
longevity are inextricably linked for most people. According to John Medina, affiliate professor of
bioengineering at the University of Washington School of Medicine and author of Brain Rules
(2009), “Aerobic exercise reduces the level of brain loss and keeps cognitive abilities sharp” (p.
12). Exercise increases blood to the brain, increasing the release of what has been called
brain-derived neurotrophic factor (BDNF), often called “Miracle-Gro for the brain.” This chemical
stimulates “the development of new neurons in the hippocampus, the area involved in memory,
learning and the ability to plan and make decisions” (Rosen, 2013, p. 12). It also repairs
damaged cells and strengthens connections among brain cells.
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Unfortunately, when schedules get full, exercise is often the first thing to go. Planning
your own prescheduled exercise program or joining an exercise group or club that meets at a
specific time may be a good start. The exercise program should be written on your schedule,
and you should not be shy about saying that you need to leave work at a certain time to make
your appointment. Because of the facilities often available in schools, you may be able to get
your exercise on-site if you do not feel that you need a different environment in which to relax.
Another possible solution is to try to commit to an exercise program or sports activity with a
friend. This serves two purposes. First, the friend will expect you to show up! Second, having a
friend to talk with can provide a sounding board for dilemmas and someone with whom to share
private victories. Many principals in Clark County, Las Vegas, Nevada, wear pedometers to
measure how much exercise they derive from daily activity. They set targets for the number of
daily steps they will take. This action makes the principal more visible as well.
Physiological Awareness
The old adage “You are what you eat” holds some truth. Overindulgence in food or inappropriate
foods can lead to adverse consequences for your body and mind. Excessive food intake at
meals can lead to marked swings in blood sugar levels. This physiological occurrence can lead
to unwanted alterations of brain function, adversely affect attention and creativity, and contribute
to lethargy. Unfortunately, overindulgence or erratic eating habits are most common when we
are under stress.
Even when one strives to maintain a balanced diet, often the rapid pace of the day
makes a principal skip meals or choose inappropriate foods. Principals should prepare for this
eventuality by planning ahead and having some healthy food that is quickly accessible and
provides for both energy and brain power. Complex carbohydrates such as fruits and vegetables
are a good source of nutrients. Low-fat foods are helpful. For example, there are many low-fat
breakfast foods and snacks on the market (e.g., bagels, granola bars, low-fat crackers). Keep
these items readily available in your desk or refrigerator. Too often, it is a temptation to grab a
candy bar and indulge in the wrong snack when a busy schedule may lead to omitting a meal.
Emotional Awareness
As discussed in Chapter 4, the leader’s emotions influence the emotions of constituents. In fact,
it has been said that the heart gives out an electromagnetic signal that is perceivable within
three feet! Keep in mind that emotionally intelligent leaders exceed their goals by at least 20
percent (Goleman, 1995).
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Psychological Awareness
Psychological rest or peace of mind takes place when your behaviors match your values and
beliefs. There is more to life than the job. If you have peace of mind, that feeling can positively
affect the level of energy that you give to your job or personal life. Unfortunately, principals may
often experience psychological discomfort by doing things that they do not enjoy (e.g.,
responding to hundreds of e-mails). You need to anticipate that this will happen and have a plan
for it. Different people handle discomfort in different ways. Some take comfort in spending time
with family or friends; others go for a walk, exercise, read a book, travel, or pursue a hobby such
as art or music. Having an outlet is very important because it affords a fresh perspective and
brings a richness to our lives, enabling us to be more well-rounded and aware of other ways of
doing things.
Finally, it is very difficult to make an effective contribution to an organization if one is
functioning below par because of physical, physiological, emotional, or psychological reasons.
When principals invest in their physical, physiological, emotional, and psychological well-being,
their professional colleagues, their work, and their families will all benefit!
Finding an Inner Balance
Highly effective leaders work to find an inner balance or harmony within themselves. Doing this
builds the capacity to portray oneself as a caring leader. Zach Kelehear (2004) suggests some
useful strategies for doing this:
• Reflect on what matters most in your life; strive to align your decisions and actions
accordingly.
• Remember, “Attitude is everything.”
• Make time to take care of your health.
• Ask yourself, at the end of the day, “Has the practice of my life today reflected what matters
most to me? In what way have I made the life of at least one child better?”
In the fast-paced life of the principal, it is tempting, and sometimes necessary, to dash from task
to task. Only when we pause to reflect do we find the inner resources we need to serve others
and thrive as a leader.
NOTE
1. We would like to thank Dr. David Jay Caro, from San Mateo General Hospital (CA), for his assistance
with this section of the chapter.
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REFLECTIONS
This space provides a place for you to write down ideas that have been generated by this
chapter, things you want to try, or adaptations of ideas presented here.
1. Have you learned how to say no in order to provide yourself with quality time away from
the job? Think of three school situations, and practice how you would say no in each situation.
2. How do you feel about focusing on professional learning while in your office? How do you
think the staff would react to seeing you read a journal during the day? Consider inviting staff
members to participate in a webinar. Reflect upon your collective learnings.
3. How do you find inner balance?
4. What are you doing or might you do to reduce stress? Which of the seven strategies
designed by Jack Singer might be most important for you?
5. Google “The Last Lecture by Professor Pausch.” Read or listen to it. Reflect on how the
messages embedded in the lecture might influence your life. Share your insights with a
trusted colleague.
6. What insights or new questions do you have as a result of reflecting on the ideas
presented in this chapter?
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Chapter 21: Keeping the Professional Candle Lit
You have to be on the balls of your feet all of the time in the principalship.
—Lori Wyborney, Principal
“Things change on us. . . . We always have to be ready for what is next,” reflected Lori
Wyborney, principal of Rogers High School, in an interview about dramatically increasing the
graduation rate with the support of teachers, support staff, parents, and the community. We are
reminded by these reflections that more than ever before, the principal (and other educators)
must remain on the cutting edge of the profession. Interestingly, while one is preparing for the
principalship, we frequently engage with professional books, newsletters, and online
resources—all devoured as part of course work and the certification process. However, once in
the position of principal, it is easy to become so busy that it is difficult to keep the professional
candle lit. Professional journals stack up as do digital files of articles intended to be read.
Committing time away from school for professional learning, when so many demands call, make
the learning-serving balancing act a delicate one. Planning a strategic proactive approach is the
only way to stay current in the field and equipped with the necessary resources to address
current demands, new initiatives, and serve the learning organization so it flourishes.
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INSTITUTIONALIZING PROFESSIONAL LEARNING
The key to becoming and remaining proactive when it comes to professional learning is to
institutionalize specific activities devoted to professional growth. For example, memberships in
professional organizations, online courses, podcasts, webinars, writing, reading, conferences,
participation in Learning Community team meetings, and the creative use of time can all yield
learning that builds one’s capacity to serve. When the principal models being a learning leader,
it sets an example for all staff members and communicates an expectation that professional
learning is a valued, activity that builds the capacity to promote student learning. Further, when
the principal is perceived by teachers and other staff members as knowledgeable and current, it
instills a sense of confidence and increases the possibility that members of the school
community will look to the principal for resource recommendations to support their work.
Involvement in professional learning activities with faculty colleagues builds relationships, keeps
one mentally stimulated, and reduces burnout! Infusing the learnings that result from
professional growth activities into faculty, team, or department meetings helps to build staff
members’ capacities to help students succeed.
In today’s world, there are so many activities to which one can become dedicated that it
is important to choose what is best for you, as principal or assistant principal. Such decisions
can be informed by the shared vision of the school, student and staff data, survey results,
current initiatives, and one’s interests. To be sure, working style, in terms of when you have time
available, can influence the selection of activities as well. Probably one of the most important
actions the principal can take is to become actively involved in one or two professional
organizations. Active involvement means attending state and, if possible, national conferences
of the organization and reading the journals sponsored by the organization. Many organizations
offer e-learning courses and webinars on a variety of topics in addition to journals or
conferences. Online learning opportunities are relatively easy to access and can be attended
without leaving school.
The logical organizations for principals are the National Association of Elementary
School Principals (NAESP) and the National Association of Secondary School Principals
(NASSP); both of these organizations address the needs of middle school principals, as does
the Association of Middle Level Education (AMLE). The Association for Supervision and
Curriculum Development (ASCD) and Learning Forward (formerly the National Staff
Development Council) are also valuable national organizations for principals. All five
organizations and state affiliates hold annual conferences that keep practitioners on the cutting
edge in the field. Each one publishes excellent journals and newsletters. Some publish
professional books. For example, Learning Forward, whose vision is “ensuring that every
educator engages in effective professional learning everyday so that every student achieves”
(Learning Forward, 2013), publishes the following resources in an effort to “build the bridge
between . . . high quality professional development . . . and practice”: JSD (a bimonthly
professional magazine focused on leadership and learning), The Learning System newsletter
(for superintendents and central office staff), The Leading Teacher (for coaches, mentors,
instructional specialists, lead teachers, and master teachers), Team Tools (for teams or entire
faculties), The Learning Principal (focused on principal’s work, strengthening leadership
practices, and leading learning), Tools for Learning Schools (focused on a single component of
school improvement and tools and resources to support professional learning), Connect (a
monthly electronic newsletter with resources, news, and learning opportunities), Professional
Learning News (an e-news brief), PD Watch (a blog), and Implementing the Common Core (a
professional learning system to support the implementation of Common Core State Standards).
In addition, Learning Forward provides its members with access to reports on research and
studies related to professional learning.
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In addition to subscribing to national principal association journals and Learning Forward
publications, Educational Leadership (ASCD) and Phi Delta Kappan would be excellent
additional choices. Teacher and Instructor would be good hands-on choices for elementary
school principals. Education Week is a good source of information about current events in
education, especially as related to national and state political agendas.
To keep the professional candle lit for teachers, each school should be getting journals in
the various disciplines. Publications for elementary, middle, and high schools are produced by
all the major organizations such as the National Council for Social Studies, the National Council
of Teachers of English, and the National Council of Teachers of Mathematics. Each department
should keep up to date. In elementary schools, Teaching Children Mathematics or Reading
Teacher, for example, should be subscribed to and distributed to the staff or kept in a
professional library. All organizations such as these maintain active websites that carry
important information about available resources.
As principals are in key leadership positions, they have much in common with those
leading noneducational organizations. Thus it can be very helpful to subscribe to a professional
journal outside of the educational field. For example, Harvard Business Review has excellent
articles on leadership that not only give ideas that principals can use but also let principals know
what is taking place in the business world. This can be very helpful information when making
curriculum decisions to prepare students to be college and career ready.
Beyond journals, the practitioner should maintain a professional library with modern
classics in the educational field (to revisit) and current books of interest on leadership and
educational issues. A good selection would include books on educational philosophy,
curriculum, the life of principals and teachers, and leadership books from the business and
education world. (It goes without saying that books other than those that are education related
are certainly welcome.) Important educators of the last century are always interesting to study;
this enables one to compare contemporary writers with classical ones (e.g., Dewey, Tyler,
Hutchins, Cremin).
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Listening to CDs, audio books, or podcasts when driving to and from work or jogging can
also be professionally productive. If one prefers, there are a wealth of e-books and online
publications, as well as DVDs with structured activities and support materials. A variety of apps
are available to provide online access to educational resources. For example, NAESP, NASSP,
AMLE, and ASCD have apps for their annual conferences; and ASCD has an app for its online
magazine (EL). Online courses (from respected universities such as Harvard and Stanford),
webinars, videos, tutorials, and lesson plans are available on iTunes University. “The George
Lucas Educational Foundation is dedicated to improving the K-12 learning process by
documenting, disseminating, and advocating innovative, replicable, and evidence-based
strategies that prepare students to thrive in their future education, careers, and adult lives”
(George Lucas Education Foundation, 2013; edutopia.org). To that end, the foundation has
created Edutopia. where there are resources on a broad spectrum of topics for teachers,
principals, and other school leaders. Additionally, www.teachingchannel.org offers a newsletter,
blog, and quality videos documenting successful practices. Collectively, these resources
address current initiatives such as implementing Common Core, teacher evaluation,
new-teacher support, teacher leadership, best teaching practices, brain-based learning,
assessment, student engagement, project-based learning, flipping the classroom, social and
emotional learning, ending cyberbullying, working in a digital culture, and education trends.
Principals and teacher leaders can play a key role in ensuring that schools provide these
resources for all school professionals.
The national associations also sponsor leadership academies in the form of one- or
two-day workshops throughout the school year and longer workshops during the summer. Many
states have principals’ centers, often affiliated with universities. The opportunity to network with
colleagues through the associations, workshops, webinars, principals’ centers, and universities
should not be missed. In fact, the loneliness of the principalship as a day-to-day feature of the
job almost makes the networking through the various organizations imperative.
The opportunity to meet with other principals is especially important for the newcomer
who needs affirmation that he or she is on the right track. Developing a mentor relationship
through an organization can be an asset for newcomers and veteran principals. Becoming a
member of specific associations will ensure that time will be set aside to meet with colleagues
and keep up on issues in the field. With social networking, many principals can join or create
blogs related to the principalship and develop personal learning networks (PLN).
Visiting other schools can also be informative. Drucker (1992) refers to this as managing
by wandering around—outside. Spending a day in another school with another principal can
offer insights on how others do the job. The opportunity to visit a school outside of your district
or in another state may be advantageous because one is likely to see activities and curriculum
projects a bit differently from those in the home district. These experiences may even lead to
strong professional friendships and resource sharing across district lines.
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REFLECTION AS A TOOL
The importance of reflection has been stressed throughout this book. Keeping a traditional or
electronic personal journal can certainly help one reflect about the principalship and any other
aspect of one’s life. Often, the experience of seeing one’s ideas in writing helps affirm
convictions and brings greater insight to a particular problem. As the journal grows, one can
reflect upon past experiences—so that is how I handled this problem last time! Reflection is a
great asset and can help one avoid making the same mistake. To illustrate, in July of 1993, golf
great Jack Nicklaus played the Senior Open Golf Tournament. As he led the tournament until
the 12th hole, he recalled playing on the same course and approaching the 12th hole more than
30 years ago. He reflected back to that earlier tournament. He vowed not to make the same
mistake that he had made in 1960. He won the Senior Open by one stroke!
Writing can extend beyond the journal to professional articles authored alone or with colleagues.
Writing with another principal, teacher, consultant, or university professor may be the best route
for the practitioner because it becomes very easy to drop a project when you are working alone
and busy with the day-to-day responsibilities of the principalship. It is very helpful to have
someone driving you on. (An electronic file will hold your ideas until you are ready to return to
them!) Involvement in Action Research projects with teachers in your school can also be very
rewarding. Presenting the results of a research project as a workshop during a state or national
conference can be an important extension of the effort.
Holding a mini conference in a school or on a university campus could be a great way to
intellectually stimulate a staff. The faculty could get together to recommend speakers to the
administration. Administrators and faculty members could present at the conference, possibly
during a professional development or in-service day or afternoon. This highlights the importance
of keeping learning as a valued centerpiece of the school.
A PRINCIPAL’S PORTFOLIO
Developing and updating a principal’s portfolio is a valuable resource to keep a record of and
reflect on one’s growth during a particular school year and cumulatively, over one’s career. In
some districts or counties, new evaluation systems for the principal require portfolios organized
by leadership standards. The portfolio could open with a personal vision and mission statement,
professional goals, and schoolwide goals and objectives. The orientation of the portfolio should
be to demonstrate growth within a particular area or areas. At times, principals may elect to
identify themes for their portfolios: enhancing student work, building positive
parent-community-school relationships, professional development, teacher supervision and
evaluation, professional presentations, or reflections. In addition to its role in evaluation, the
portfolio also can serve as a valuable resource when applying for new positions.
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Artifacts may include photographs of the faculty, students, and classroom activities;
important professional development ideas; journal entries; speeches; staff evaluations;
newspaper articles about the school; successful grant applications; important memos; faculty
meeting agendas; letters or notes from students, parents, community members, and faculty; a
video of school activities and the activity calendar of the school year; notes for possible journal
articles; student work; information on awards given to students or faculty; data on student
performance; information on workshops or conferences attended; presentations made to the
school community or at professional meetings; and organizations to which one belongs. Many
principals use flip cameras or iPads to video the work they wish to be a part of their portfolios.
The actual portfolio may be in a notebook or in electronic form.
OTHER GROWTH OPPORTUNITIES
A strategy for ensuring one is current is to examine National or State Educational Leadership
Standards with which your role is aligned. One can reflect upon these and assess personal
strengths and areas for professional growth. Another opportunity to assess personal strengths is
to examine the work of Marzano, Waters, and McNulty (2005), who identified 21 leadership
responsibilities associated with student achievement, the work of the late Kathleen Cotton who
wrote Principals and Student Achievement: What the Research Says (2003), or The Wallace
Foundation’s publications or videos regarding school principals (2012, 2013). These highlight
leadership behaviors that impact student performance.
Involvement in interest groups can also be rewarding. Some professional organizations
such as ASCD, AERA, NAESP, and NASSP sponsor interest groups that address topics such
as the Whole Child, English Language Learners, global education, the at-risk student,
increasing graduation rates, closing the achievement gap, differentiated instruction,
assessment, working with special needs students, brain research, or effective instructional
practices. The group may meet at lunch or even during dinner at various homes during the year.
In one school district, K–12 administrators and department heads got together for dinner and
conversation prior to board meetings. They read and discussed selected books chapter by
chapter. Book group activities were so rewarding that they continued throughout the year.
Working to develop an inviting professional resource area in the school can be a
significant professional boost for administrators and teachers. This should be an area to
exchange professional articles, books, websites, online resources, and ideas. Principals should
encourage teachers to pass on professional articles and other resources to colleagues and the
principal to help him or her stay on top of particular issues and, probably more important, remain
informed regarding what teachers think is important. Having an area in the school dedicated to
professional learning just might make it easier for administrators and teachers to spend time
there during a school day—actually building the time into their weekly schedules. The actual
physical structure for professional reflection can symbolize the importance of remaining on the
cutting edge.
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Finally, remaining intellectually stimulated throughout one’s career is a tall order. Yet
doing so benefits the principal, staff, students, and the organization. For instance, underlining
important quotations while reading a journal and sharing these at faculty meetings, followed with
a discussion, can show that the leader is academically up to date and can provide valuable
resources to staff members in a time-efficient way. We need to create our own opportunities for
professional growth through institutionalizing interaction, reflections, and readings. It is through
these encounters that we remain alert and ready to approach the next challenge. Focusing on
our own professional development builds an incredible resource bank from which to draw. By
nurturing our own growth, we are able to enhance our ability to serve and to help others grow.
REFLECTIONS
This space provides a place for you to write down ideas that have been generated by this
chapter, things you want to try, or adaptations of ideas presented here.
1. Are you keeping your professional candle lit? Discuss this with a colleague.
2. Which two or three professional development activities discussed in this chapter can you
use? Which do you use already? What others might you add?
3. What inspirational article or book have you read recently? What about an inspirational
story? How might you share it?
4. What insights or new questions do you have as a result of reflecting on the ideas
presented in this chapter?
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Chapter 22: Reflections on the Principalship
I have never had a more complex, demanding, energizing, meaningful role. The stress and
heartache are outweighed by the tremendous difference we make in lives—and shaping our
tomorrow.
—A principal’s voice
A school is much more than a physical structure; it is a community made up of adults and
children engaged in a journey that will lead to greater understanding, learning, and a force in
society. To promote student learning, a principal serves teachers by empowering them to be the
best they can be. As servant leaders, school principals discover that their professional vocation
is, in many ways, a calling. When principals answer that calling and serve teachers, students,
parents, and the community effectively, students have a greater opportunity to enhance their
skills in a climate that promotes growth, understanding, and a love of learning. Principals,
through their words and deeds, grow the citizens of tomorrow.
SERVING THE SCHOOL COMMUNITY
As a school leader, a principal’s foremost asset may be his or her ability to lead by example.
How principals conduct themselves on the job—what they pay attention to—says more about
ethical practice and their leadership ability than any specific decision, regardless of how
important. Nair (1997), commenting on the life of Gandhi, notes that “leadership is not a
technique, but a way of life” (p. 92). Leading by example must be sincere; if a principal is
uncomfortable with small children or teenagers, the nonverbal cues will quickly be observed by
the students. Moreover, if the personal example lacks consistency, others will soon comment
about the lack of sincerity on the part of the principal. Credibility is an attribute of highly effective
leaders. It is an essential trait for anyone leading a learning organization. When reflecting on the
principalship and considering examples of exemplary practice and sound theory, the authors
believe that the following behaviors and characteristics, if modeled consistently, will support a
principal in best serving a school.
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Principals thrive on the ethical responsibility of promoting teacher learning so they can
make a difference for students. Principals serve teachers by empowering them to be the best
they can be. James MacGregor Burns (1978), in his classic study on transformational
leadership, noted that “Transforming leadership ultimately becomes moral in that it raises the
level of human conduct and ethical aspirations of both leader and led, and thus it has a
transforming effect on both” (p. 20). George (2007) adds, “Authentic leadership is empowering
others on their journey. This shift is the transformation from ‘I’ to ‘We.’ It is the most important
process leaders go through in becoming authentic” (p. 44). Principals who enthusiastically
accept the responsibility of helping others grow foster the aspirations of teachers by distributing
leadership throughout the system. Promoting teacher growth also includes helping colleagues
become autonomous decision makers who engage students successfully when the classroom
door is closed. These teachers are confident in their decisions, partially because they are part of
a school culture that thrives on collaboration, peer coaching, mentoring of new teachers, and
teacher-generated and -led professional development opportunities so that, at the end of the
day, they can impact student learning.
Principals respect and dignify others. The importance of positive human interaction has
been a main feature of this book; therefore, it should not surprise the reader that leading by
example must include respecting and dignifying each individual connected with the school.
Students must see the principal as someone who believes in them and respects them for what
they are and what they can become. Teachers must see in the principal someone who has great
respect for the teachers’ professional role and what they can bring to students. Dignifying the
classroom teacher is of paramount importance and should be modeled often by the principal
during public and private occasions. Parents should see the principal as someone who listens to
them and displays concern and interest when they are with students and in the community.
Principals lead through learning. There is no setting in which the concept of leader as
learner is more applicable. The learning leader role can be modeled in several ways. For
example, when working with teachers in a supervisory role, principals must create an
atmosphere that fosters mutual trust and growth. Trust is a requisite characteristic if one is to
take chances in a professional relationship. Teachers must feel that they can trust the principal if
risk taking is to occur during a class lesson. Furthermore, principals and teachers need to
believe that they will both grow from the relationship if they are to talk honestly during
conferences about their profession and discuss what they think they are doing right and ways
they can improve.
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Additionally, as a leader of learners, the principal needs to provide the structure and
forum to ensure that a dialogue concerning curriculum, teaching, assessment, and student
learning takes place throughout the school. The principal needs to participate in this dialogue as
an equal member, sharing articles and websites, structuring faculty meetings to facilitate
conversation, promoting professional development in and out of the school, analyzing and
discussing data, creating areas in the school for professional discussion, promoting classroom
visitations by colleagues, and recognizing those teachers who are growing professionally. The
dialogue that develops can create lasting relationships and a synergy that demonstrates the
strength, potential, and desire of the group to continually grow professionally and never be
completely satisfied with the current state. As Collins (2005) reminds us in Good to Great and
the Social Sectors, “Greatness is an inherently dynamic process, not an end point. The moment
you think of yourself as great, your slide toward mediocrity will have already begun” (p. 9).
Principals promote and embrace the success of others. As ideas are generated, the
school principal must give credit to teachers and others whose ideas and dedication improve the
school and contribute to student success. Stephen Covey (1989) calls this strategy the
abundance principle in which credit for successful actions is spread around as much as
possible. Furthermore, principals need to hire the best personnel available, provide supervisory
and professional development support, and show a willingness to give personnel the freedom to
use their talents to maximize student learning and address the never-ending challenges that
face schools.
Giving credit to others, inspiring colleagues to take on difficult tasks, and taking
satisfaction when the accomplishments of associates bring them into the limelight is a
necessary requirement for successful leadership. Thus Drucker (1992) emphasizes,
Precisely because an effective leader knows that he, and no one else, is
ultimately responsible, he is not afraid of strength in associates and subordinates.
. . . [A]n effective leader wants strong associates; he encourages them, pushes
them, indeed glories in them. Because he holds himself ultimately responsible for
the mistakes of his associates and subordinates, he also sees the triumphs of his
associates and subordinates as his triumphs, rather than as threats. . . . An
effective leader knows, of course, that there is a risk; able people tend to be
ambitious. But he realizes that it is a much smaller risk than to be served by
mediocrity. (pp. 121–122)
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Encouraging others to be strong associates and distributing leadership can be
challenging. Principals often are concerned about accountability. Can one empower another as
leader and trust that person to follow through? Principals often ponder, “How does distributed
leadership and shared decision making fit with the reality that “the buck stops here?” Some
make a distinction between a kind of shared decision making, in which the principal takes input
but ultimately decides and takes responsibility, versus shared governance, in which decision
makers exchange ideas and share accountability for decisions. We have learned that the factory
worker may know more about how the company works than the executive on the top floor.
Barth’s insight regarding this dilemma may be helpful: “It’s far more powerful to join with others
to do what needs to be done” (quoted in Sparks, 1993, p. 20). School principals are joining with
others to try to make schools work better. But principals know and accept that, in many cases,
teachers, students, parents, and the community continue to expect the principal to take ultimate
responsibility.
Effective principals recognize active listening as an essential communication skill. The
image of the leader who truly listens in a setting that thrives on teamwork and developing ideas
through mutual understanding is a powerful one. Effective school leaders are good listeners and
reflective thinkers. Creative ideas and solutions are often born after listening, reflecting, and
working in groups.
Authentic listening with patience and attention is critical if one is truly trying to support
and foster growth in others. Showing concern for students, teachers, and parents means
hearing them out. Listening shows support and may go a long way in meeting the needs of
colleagues or others in the school community. Often, individuals do not come right out and say
what is bothering them. In fact, Soder (2001) warns leaders “that many people will be likely to
tell you what they think you want to hear, and the likelihood poses dangers for the leader” (p.
33). Active listening, then, means trying to find out the subtle messages—what is really being
said? At that point, it is possible to begin meeting the needs of others. To illustrate, when
conferencing with teachers, principals will find that as the trust relationship begins to grow,
teaching colleagues will take small leaps of faith to explore how sincere the principal is about
trust and working with them. Unless a principal is listening carefully to the teacher, the principal
may very well and quite inadvertently miss the leap on the part of the teacher.
Principals address their own needs. The school principal should also remember that it is
important to recognize one’s own basic needs. That is, one’s private life, responsibility to family,
and need for leisure and recreation should not be sacrificed. A workaholic is not a better
principal than someone who knows how to manage his or her time and who takes the time for
family and friends. A principal’s life outside of school must receive the time and energy
necessary for success so a positive attitude on the job results. Principals have to understand
themselves, their strengths, and weaknesses. George (2007) insightfully reminds leaders, “First,
you have to understand yourself because the hardest person you will ever have to lead is
yourself. . . . Second, to be an effective leader, you must take responsibility for your own
development” (p. xxxiii). Balance is essential.
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Principals accept success and frustrations. As part of our basic humanity, it is important
also to take in stride both the successes and frustrations of the job. One should not be too
enthralled with the positive press—when it happens. On the other hand, do not get too upset
with the negative reviews. Reflection is a characteristic needed in both situations. What
happened? What can I learn from this experience? Find the humorous side when possible.
Bringing in humor often helps relieve tension, reduce one’s feelings of self-importance, and
place an issue in different perspective. Looking at a situation from another perspective can be
enlightening.
Effective principals take the high road. When the negative reviews appear or when
individuals complain, one should behave in an ethical manner. Regardless of tactics used by
others, the school leader should always represent the best in society. Character is very
important when crises occur. In fact, character is the key in a crisis, and character is often
judged not by what one says but by how one acts. Persons who whisper but act righteously are
heard loud and clear. Stay above the fray and avoid the shouting match. As one principal said,
“What you do speaks so loudly I can’t hear what you say!”
Effective principals are intentional. They are motivated by a passion to do things right
and do the right things. They align their actions and words with their beliefs. They are strategic
in accomplishing the vision for the school. Their actions are purposeful, and guided by ethical
behavior.
WHERE DO WE GO FROM HERE?
Of course, there are no formulas for successful leadership that can be universally applied. An
individual who exhibits or models some of the preceding characteristics may still fail if he or she
is unable to analyze situations appropriately. The challenge is to find out what works in a
particular setting. In his seminal work, Newell (1978) stressed that “effective leadership is
possible only through an analysis of the situational elements in a particular system” (p. 242).
Each school is different; therefore, each leadership situation is different. In the end, the effective
leader, collaborating and building relationships with teachers, parents, and students, must
discover how to meet the needs of students in a specific setting. And the discovery will show
that no secret formula exists; the setting will dictate the approach.
Because there are no secret formulas, frustration can be a constant companion in the
principalship. Yet the frustration can lead to success if one always searches for solutions and
has faith in one’s ability to face challenges with the help of others. In facing the challenges, a
vision of the good school is essential. So what is our vision of the good school? What will one
see on entering the doors of the school?
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THE GOOD SCHOOL
When entering the school, a visitor quickly perceives that students and teachers are enjoying
their time there. Here is where they want to teach and learn. The visitor notices that most
students are actively interested and engaged in learning. Teachers are enthusiastic about their
work. Student interest is shown through obvious excitement while working at a hands-on activity
or through a look of serenity when quietly reading a book.
Some classroom teachers may, at first, be difficult to spot—they are sitting with students
or with groups of students and examining student work. In another room, a teacher is talking to
the class, his gestures indicating excitement about a student comment. In fact, the visitor
notices that most teachers are enjoying their work and are patiently listening to and helping
students. In various classes, students display looks of concentration and puzzlement, mixed
with expressions of satisfaction and frequent smiles. The school visitor observes that some
students seem less interested than others, yet the teachers are giving them equal time and
showing patience when necessary. No students appear to be overlooked.
The visitor observes that the library and Internet café are busy throughout the day. In
both areas, there are students working individually, in groups, or with teachers. Several students
are gathered around computers. One group is sending an e-mail to a scientific team in
Antarctica while another group is analyzing a recent presidential speech. In other areas, such as
the music, art, physics, or world language rooms, students are all actively engaged, talking
about their work, singing, writing, reading, drawing, experimenting, and showing interest in what
they are doing. In the cafeteria the visitor notices that various racial and ethnic groups, and
younger and older students, are sitting together and interacting during lunch. Also, several
students are helping new Russian immigrant students with their English. Two elderly individuals,
likely retired, are engaged in serious conversations with two middle school students.
Dropping into various classrooms with the principal, the visitor and principal notice a
variety of teaching techniques. Some teachers are using Smart Boards or iPad labs and
speaking with students, others are using PowerPoint presentations and simulations to
communicate the content of the lesson, some teachers are sitting with students, and a couple of
teachers are walking around their rooms observing groups or watching students work
individually. One teacher is facilitating a stock market game, another is reading silently with his
class, and another is writing in her journal with the class. Interestingly, the principal and visitor
observe a lot of lively, engaged, and smiling faces in the various classrooms. The principal
notices that students are unafraid to give “incorrect” answers and, at times, respectfully
challenge a teacher’s answer.
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Our visitor notices that the teachers’ lounge is frequented by colleagues who enjoy one
another’s company and share in the joys and frustrations of their classroom experiences. While
in the lounge, teachers share a light experience, the humor of a classroom event. One teacher
asks a colleague to read a poem written by a student the previous class period. It is clear that
this group of teachers works and plays together. They share professional articles, problem
solve, and encourage one another to pursue professional development opportunities. They
team teach, coplan, and peer coach.
On the playground, students are obviously enjoying themselves playing games or sitting
and talking. In the middle and high schools, peer counselors are spending time with students
who are new to the school or are having difficulties with peers and at home. In the elementary
school, a couple of kindergarten students run up to the principal, proudly announcing that they
picked up some litter from the sidewalk to keep the school clean. At the middle school, a
teacher and students enthusiastically invite the principal to watch the Lego robots as they go
through the obstacle course!
The school buildings and grounds are inviting. The entrance doors to the school are
murals, painted in bright colors by students. The halls of the school are lined with student work.
The high school includes a fine arts display that rotates the art, poetry, photographs, and
ceramic work of various students. The restrooms and cafeteria are clean and graffiti free.
In general, the visitor perceives pride and a caring attitude regarding how adults feel about
students and the school. The visitor’s perception is based on the positive interaction observed
between teachers and students, secretaries and teachers, maintenance personnel and the
principal, and students and the cafeteria workers.
At the end of the day, the visitor notices that neither teachers nor administrators rush to
leave the school. Many staff members remain in their classrooms either working quietly, helping
individual students, or conferencing with parents. The principal is seen standing by the school
buses saying good-bye to students and asking them how the school day went.
TAKE TIME TO SMELL THE ROSES
A vision of the good school can help principals hold on to their convictions concerning what
schooling should be all about. The vision and one’s convictions can steer the school through
rough seas and keep the school on course—a course guided by the needs of the students,
needs that can be satisfied when exposed to a challenging school experience in a climate
nurtured by caring adults.
As you reflect on your role in accomplishing this, take time to celebrate your deeds, learn
from mistakes, smell the roses daily, make connections with others, and maintain a positive
outlook for the future. Your dedication and hard work will change lives.
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REFLECTIONS
This space provides a place for you to write down ideas that have been generated by this
chapter, things you want to try, or adaptations of ideas presented here.
1. In True North, George (2007) states, “True North is the internal compass that guides you
successfully through life. It represents who you are as a human being at your deepest level. It
is your orienting point—your fixed point in a spinning world—that helps you stay on track as a
leader” (p. xxiii). Describe your True North. What guides you successfully through life?
2. Create two or three questions representing your own reflections on the principalship.
Share these with a colleague.
3. What actions will you take as a result of these readings?
4. What topics do you want to explore in greater depth?
5. Describe your vision of the good school.
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