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Many principals feel that creating a vision, or focus, and having the ability to rally the entire staff around that vision, is an important quality that teachers and others want their leaders to possess.
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A principal who has a vision and can influence her staff to catch that vision has created a winning combination, says Marguerite McNeely, principal at the Slocum Learning Center in Pineville, Louisiana.
And how does a leader know when she or he has managed to successfully communicate their vision to an entire staff? I know I have managed to accomplish that goal when we are speaking about the future of our students and I can see their eyes dance as we discuss ways they are challenging students and improving learning, added McNeely.
At Clay Hill Elementary School in Jacksonville, Florida, Principal Larry Davis strives every day to communicate his vision of a school where high expectations are the rule. He says that setting high standards brings out the best in principals, students, and staff and creates a sense of accomplishment on the part of everyone involved.Setting high expectations might make some teachers uncomfortable at first, but teachers come aboard as successes are celebrated.
High standards are not impossible standards, he added. Good principals encourage risk taking and accept mistakes as teachers strive toward the expectations.
At Sea Wind Elementary School in Hobe Sound, Florida, Principal Larry Greens focus on data-driven decisions and instruction helps teachers get their arms around benchmarks and goals. We use a program called Performance Matters to disaggregate the data so teachers know where remediation is needed, said Green. The key is to get teachers comfortable looking at data and using the technology provided.
As an administrator, if I am going to talk the talk, I must walk the walk. It is my job to help teachers see and understand the benefits of this technology in guiding instruction.
Engaging staff and students in frequent conversations about a schools vision was how Frank Hagen spent his days as principal (retired) of at Saint Michaels High School in Saint Michaels, Maryland.
I spent the largest portion of my school days out of the office working with staff and students as we lived and moved forward to our shared vision of Excellence and Equity, said Hagen.
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Hagen tried to instill in staff members a culture of a school focused on our ownership of and responsibility for student success. He remains proud that there was a spirit of risk taking as we tried new instructional strategies and learned from the process, and as we shared successes and celebrated student achievements.
We agreed that it was important to stretch ourselves to reach all of our students. Failure was not an option with negative connotations, because any attempt to improve instruction was a positive learning experience.
When it came to making decisions that affected the entire school community, that vision and transparency were key, added Hagen. Information [data] was shared prior to making decisions and the decision-making process was open to all stakeholders. Progress was closely monitored to ensure we kept vision-centered, corrections were made to stay the course, and successes were jointly celebrated.
At Oakridge Elementary School in Arlington, Virginia, Principal Lolli Haws has worked hard to create an atmosphere where teachers know and believe that they have tremendous ownership of -- and stake in -- the school and student outcomes.
I firmly believe that our teachers are capable of making the best decisions for the school and our students, Haws told Education World. I always say we already have so much talent right here in this school that we dont have to depend on outside experts to tell us what to do or how to do most things.
Our teachers are in charge of their own and their children's learning, the vision, and the direction of the school -- they dont have to wait for the boss to decide how things should be done, how problems should be solved. As principal, its my job to facilitate their decisions and locate the resources they need to implement their priorities.
Having that vision, and having it take hold, are two very different things. It was a difficult and frustrating shift for teachers when I came on as principal, said Haws. Now, five years later, I wish the teachers could hear themselves and remember how it used to be.
Now they own it -- and the results are astounding!
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Haws explained that the school has two leadership teams, with a representative from each grade level/department on each. One is a curriculum and instruction leadership team, which monitors assessment data, implementation of adopted teaching programs, and curriculum. The other team, the Teacher Advisory Committee, decides things that have to do with the daily functioning of the school such as the indoor recess, retention guidelines, common plan time scheduling, and so on. In the month ahead, some of the issues that those teams, grade-level groups, or the entire faculty will be grappling with include the following:
Sometimes I raise the questions, sometimes they do, said Haws. But the actions, decisions, and reflection are theirs. I implement their decisions and ensure things happen and resources are directed appropriately.
The staff ownership for outcomes throughout the school is amazing and gratifying. Not to mention that we've just won another annual award from the state for our high level of student achievement!
When Haws someday leaves Oakridge, she hopes she will leave a legacy with those who can best do the real work that's needed -- the teachers who own the school.
I honestly believe that if a principal can unleash the potential that exists in all teachers, nothing can stand in the way of children's success in that school.
Maleea Brooks believes that a sense of humor is one of the most important characteristics that a principal can have.
It is important to celebrate successes and find bright spots in your day, explained Brooks. I have been an administrator since 1989, and if I couldn't find things to celebrate or laugh about I never could have survived.
I don't think they emphasize the need for a sense of humor enough in administrator or teacher training, she added.
Teaching and leading teachers through the minefields of high expectations are mighty stressful jobs. If it doesnt come naturally, it behooves educators at every level to cultivate a sense of humor, added Larry Davis.
Principals need to be able to make jokes and accept jokes, he said. They are not comedians, but they tell entertaining stories, point out silly things, bring joy to difficult situations, and are not afraid of laughter.
They use humor to connect to their teachers and to create a relaxed and secure environment.
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Article by Gary Hopkins
Education World®
Copyright © 2010 Education World
Originally published 03/01/2010
Last updated 11/23/2010
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