Week 4 Discussion 2 - Franklin D. Roosevelt Junior High School

n the vignette about Franklin D. Roosevelt Junior High School, we are presented with a dilemma faced by many principals.  How can staff be involved in improving the school?  In this case, Robert handled it very well.  There are several indicators that prove that the principal, Robert, welcome ideas from his staff and values what they have to offer.

First, he listened to the faculty individually, meeting with each one throughout the course of the year.  This makes an impression on anyone, regardless of the situation.  Next, after he listened, the principal asked good questions.  Again, this allows for good dialogue and a relationship to form.  Further, it demonstrates that the principal has interest in what the teacher, Louise, was saying.  Finally, by allowing her ownership of the idea that she had will increase the chances of its success.  And, giving her ownership allowed her to pursue and develop her ideas into a good program for the school.

If I were in a school where previous administrators did not encourage shared leadership, I would do much of the same thing as Robert did in the vignette.  I would begin by meeting individually with the staff to discuss their expectations of me and general topics of concern and interest.  In addition, I would need to ensure follow up on my end of things and begin looking for teacher leaders within the school.  Based on conversations and the needs of the school, I would create PLCs to encourage growth among teachers.

The main obstacle would probably be trust and follow through.  Most likely, the faculty would be used to not being able to trust the principal.  Also, with such a low expectation for the administration, it would be easy to let things slip over time.

Resources

Matthews, L.J., and Crow, G.  (2010).  The principalship, new roles in a professional learning community.

      Boston, MA:  Allyn & Bacon.