Interview Process

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

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.