DOCUMENT RESUME

ED 304 767 EA 020 779

AUTHOR Nichols, Glenn; And OthersTITLE A View from the Inside: Needs of Beginning

Principals. Report of the Select Seminar on the Needsof Beginning Principals.

INSTITUTION Capital Area School Development Association, Albany,NY. Leadership in Educational AdministrationDevelopment Center.

PUB DATE Sep 88NOTE 33p.

AVAILABLE FROM Publication Sales, New York LEAD Center, Capital AreaSchool Development Association, School of Education,The University at Albany, State University of NewYork, 135 Western Avenue, Husted 211, Albany, NY12222 ($8.00).

PUB TYPE Reports - Evaluative/Feasibility (142) -- Guides -Non- Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS *Administrator Education; Administrator

Effectiveness; *Administrator Qualifications;*Administrator Role; *Administrator Selection;Educational Environment; Elementary SecondaryEducation; Higher Education; Leadership; OccupationalInformation; *Principals; *School Administration

ABSTRACTThis report presents the results of a 7-month study

and conversation among field-based educators who attempted to respondto the challenges and responsibilities facing beginning principals.Documented is the role of the principal in affecting the success ofschool buildings. Apparent in this body of research is the need forthe principal to be sensitive to educational, a-commie, -nd societalwants and needs. The principals' ability to recognize disablingpractices and to invigorate school environments through provenleadership and management, are key issues. Three "model" lettersaddressed to a new principal present a basis for constructing auniversal job description for the principalship; for developing theuniversity curriculum for prospective principals; and for evaluatingprincipals in practice. An addendum offers questions addressingleadership and effective schools as a means to structuring thethinking process. Reprinted is an article entitled "Select Seminar onNeeds of Beginning Principals Completes Deliberations." (SI)

********************t**************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.*********************************************************..x***********

BEGINNINPRINCI

Report of theSelect Seminar onthe Needs ofBeginningPrincipals

U S DEPARTMENT OF EDUCATION00. c^d C4sea.'", A.1 imC e"EOLCAT40%AL RESOURCES INFORvATiON

CENTER EFCCI

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PC c" 0,S to > dOk,.rrert CIO rot ,ecessa,', f*poso,'OERI pcy,,e, 0, Pi'

"PERMISSION TO REPRODUCE THIS New York StateMATERIAL HAS BEEN GRANTED BY LEAD Center

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).

'Leadership in Educational AdministrationDevelopment CenterCapital Area School Development AssociationSchool of Education, The University at AlbanyState University of New York

A Mew From the Inside:NEEDS OF BEGINNING PRINCIPALS

.411=EIS

Sponsored by:Leadership in Educational AdministrationDevelopment Centerat the Capital Area School Development AssociationSchool of Education, The University at AlbanyState University of New YorkAlbany, New York 12222

Published September 1988

Writing Team:Glenn NicholsSean O'NeillKirsten Rug lis

Contributing Editors:Nelson ArrnlinRichard BambergerRichard D. McDonald

al

Copies of this Report are available ($8.00 per copyincludingpostage) from the CASDA-LEAD Center, Busted 211, University atAlbany, School of Education, State University of New York, 135Western Avenue, Albany, New York -2222.

A View from the Inside:NEEDS OFBEGINNINGPRINCIP

September, 1988

Report of the Select Seminar onthe Needs of Beginning Principals

Funding for this publication and the seminar was provided by the NewYork State Leadership in Educational Administration Development(LEAD) Center

4

ii

A VIEW FROM THE INSIDE:Report of the Select Seminar on

Needs of Beginning PrincipalsSIE=SEMSZMEIMIZEIZSINZIENP

Page

Foreword by Thomas J. Sergiovanni iii

Preface iv

The Process 1

Participants 2

Introduction 4

Letter from the School Board 7

Reflections on the Role of the Principal 8

Ownership + Involvement = Commitment 10

Letter from a Veteran Principal 12

Observations About the Work of the Principal 14

Letter from a Teacher 18

Recommendations to Superintendents, 19Central Administration andBoards of Education

Afterword 21

AddendumReflective Practice and the Principal 22

Reprint of the Article: "Select Seminar 24on Needs of Beginning Principals"from CASDA Newsletter,Vol. XXVI, No. 4, June 1988

iii

Prhis report on the principalship is a landmark be-cause of what it says and because ofwho does the saying. It provides

a sensitive, realistic and inspiring view of the principalship that reflectsboth intellectual acuity and practical wisdom. Rarely are the two compell-ingly brought together. The three "model" letters to a new principal are acase in point One is written by the school board, another by the facultyanda third by a friendly experienced principal. America's schools would take agiant step forward in their quest for excellence if the letters were tobecome the basis for constructing a universal job description for theprincipalship; for developing the university curriculum for prospectiveprincipals; and for evaluating principals now in practice. Further, superin-tendents, state bureaucrats and school reformers need to take a long lookat their policies, rules and regulations in lightof the letters askingwhetherthey are part of the problem or the solution.

Wisdom is always worth celebrating but I want to celebrate who is doingthe saying, too. Quite frankly one of the reasons why educational adminis-tration, particularly the principalship, lids not emerged to full professionalstanding is that practicing professionals have had so little sayover profes-sional matters. I believe that professional standing for principals isdirectly related to better schooling. If principals were in control of theirprofession far fewer schools would be overmanaged and underled. Ifprincipals were in control of their profession much more emphasis wouldbe given to doing right things than doing things right If principals were incontrol of their profession, educational leadership would triumph overmanagement. If principals were in control of their profession, teacherprofessionalism would be greatly enhanced. Principals and teachers arebonded together in a common cause. The full potential of empowermentwill be felt on teaching and learning when the school itself becomes thetarget of empowerment.

At present the state decides what the standards will be for admission tothe principalship; the state and the university communitydo the certifying;the university community and the state decide the details of the curricu-lum; and the professors develop the knowledge base and write virtually allof the literature. It's time for a change. The principalship will emerge as atrue profession if and only if principals become the main players (nottokens) in deciding who gets in, how one gets in, and what you need toknow to get in. Important in all of this is greater participation by practicingprofessionals in writing the literature. That's what we have here: an impor-tant piece of literature written by professionalsan event worthcelebrating.

Thomas J. Sergiovanni

Thomas J. Sergiovanni is Lillian Radford Professor of Education and Educational Admin-istration at Trinity University in San Antonio, Texas. Prior to joining the faculty at Trinity, hespent 18 years as Professor of Educational Administration at the University of Illinois atUrbana-Champaign. His long-term research interests have been in the areas of leader-ship and motivation to work. Most recently he has focused on the nature and characteris-tics of effective schools from a leadership perspective. He is author of several booksincluding Supervision Human Perspectives, Third Edition (1983), Handbook for EffectiveDepartment Leadership, Second Edition (1984), Leadership and Organizational Culture(1984), The [Yew School Lcecutive, Second Edition (1980); and The PrincipalshipAReflective Practice Perspective (1987). Professor Sergiovanni is consulting editor to theJournal of Curriculum and Supervision, the Journal of Educational Equity and Leader-ship, and Journal of Personnel Evaluation In Education, and has served on the editorialboards of the Journal of Research and Development in Education and EducationalAdministration Quarterly. 6

iv

Frhe New York State Leadership in Educational Adminis-tration Program in its attempt to provide a grassroots forum

for the discussion of leadership and management of elementaryand secondary schools, presents the second in a series of whitepapers, A View from the Inside: Needs of Beginning Principals.

This report represents a seven-month study and conversationby field based educators who attempted to respond to the chal-lenges and responsibilities facing beginning principals. Thisseminar report represents the best thinking of competentteachers and administrators who are affected, on a daily basis, bythe success or failure of beginning principals. During the courseof the seminar it became increasingly apparent that the results ofthese proceedings have implications for the full spectrum ofindividuals, groups, and organizations concerned with the pro-cess of education. This publication, originally designed tobenefit beginning principals, has meaning for all of us.

Well documented in the volumes of recent research is the roleof the principal in affecting the success of school buildings. Alsoapparent in this body of research is the need for the principal tobe sensitive to educational, economic, and societal wants andneeds. The principals' ability to recognize disabling practices,and to invigorate school environments through proven leader-ship and management, were key issues addressed during theseminar. The major theme of the conversation throughout theproceedings revolved around the pursuit of excellence and goalsin a collaborative, cooperative way, that allows educators to tap(perhaps for the first time) the enormous wealth of talent andexpertise present in our schools. Among the major themes of theseminar were the absolute belief in the necessity of conductingour work in an atmosphere of cooperation and trust, couched inteam effort that encourages interaction and shared learning.

Implicit in the discussion was the need for a fundamentalrethinking of management based on hierarchy in a culture ofprofessionals. Those who are to become successful school lead-ers are individuals who can help turn challenges into opportuni-ties, who can help clarify problems, choices and options,who canbuild morale and create a vision, who can form coalitions andraise expectations, who can empower others and enhance thepossibilities of true professionalism in schools.

The power of this seminar is vested in the fact that its contentreflects the thoughtful deliberations on current theory and prac-tice addressed by individuals who work in the reality of a schoolculture on a daily basis.

The involvement, cooperation and dedication of the group ofseminar participants is deeply appreciated.

Richard BambergerExecutive Director, CASDA

Nelson ArmlinAssociate Director, CASDA

Richard McDonaldDirector, LEAD CENTER

7

1

pirhe CASDA select seminars follow a very simple structurebased upon a set of guiding principles:

1. Participants need to commit adequate timeto work, toreflect, and to write.This seminar was designed to be a continuing dialogue. Partici-pants met three times in Albany to set the guidelines and to beginthe dialogue. The bulk of the work took place while sequesteredfor three consecutive days at the Rensselaerville Institute. Theprocess, from beginning to end, lasted approximately sevenmonths.

This time has allowed the participants to commit the appropriateamount of time to their taskto discuss, to debate, and to reachconsensus.

2. A conducive working environment is very important.The seminars have been conducted in "protectedenvironments"away from the work site, in quiet and aestheti-cally pleasing surroundings. We believe this clearly is a firststep incommunicating to participants that the seminar is special andthere are high expectations that the deliberations of its memberswill have an important result.

3. The seminar participants are the experts.We believe the select seminars have been successful because ofthe high degree of personal and professional respect affordedparticipants. While participants do extensive reading for theseminars, visiting experts and lecturers are not a part of thisexperience. The individuals who participated in this seminarrepresented years of educational experience and educationaltraining. They constituted the body of experts.

4. Roles are "checked at the door."One's idea must stand on its own, be debated, accepted, or dis-carded without reference to one's position, prior experience, oreducation. This seminar included school superintendents, princi-pals, supervisors, teachers, and members of CASDA -LEAD Center.

5. Seminars are self-governing entities with organizers serv-ing the group.The coordination of the seminar was managed by CASDA-LEADCenter staff. After providing the initial structure and on-going logis-tical support, they worked to transfer the governance and direc-tion from themselves to the participants. Bythe end of the seminarit is fair to say that it was self-governed with the coordinatorstaking direction from the seminar gr oup.

6. The experience is as important as the product.All seminar participants agree that the process, the experience, ismost important. The report provides an important documentationof the experience and serves to validate for each of the participantsthe energy and effort they expended.

8

2

Select Seminar on theBeginning Principals iNew York State in the

goPa 1 a

Needs ofn1990s

tatJackie BirchGuidance CounselorLinton High SchoolThe PlazaSchenectady, NY 12308

Richard H. BroomePrincipalArgyle Central SchoolSheridan StreetArgyle, NY 12809

Mrs. Roseanne DeFabioPrincipalSaratoga Central Catholic High237 South BroadwaySaratoga Springs, NY 12866

W. Edward ErmlichSuperintendentMiddleburgh Central School181 Main StreetMiddleburgh, NY 12122

Frank GorleskiPrincipalCohoes City Schools2 Johnston Ave., PO Box 350Cohoes, NY 12047

David GrapkaPrincipalAltamont Elementary SchoolGrand StreetAltamont, NY 12009

Martha GuilderTeacherArgyle Central SchoolSheridan StreetArgyle, NY 12809

Mary LaFountainTeacherHadley-Luzeme Central SchoolLake AvenueLake Luzeme, NY 12846

George LeibowitzTeacherTroy High School1950 Burdett AvenueTroy, NY 12180

JoAnn LevatoTeacherLynnwood Elementary SchoolRegina DriveSchenectady, NY 12303

Thomas E. MarzeskiPrincipalBeme-Knox-Westerlo Central2021 Helderberg TrailBeme, NY 12023

Glenn NicholsPrincipalLake Qeorge Jr.-Sr. High School425 Canada StreetLake Qeorge, NY 12845

Dominic A. Nuciforo, Sr.PrincipalRavena Elementary SchoolMountain RoadRavena, NY 12143

Sean O'NeillTeacherFarnsworth Middle SchoolState Farm RoadQuilderland, NY 12084

Ward PattonSuperintendentWaterford-Halfmoon U.F.S.D.125 Middletown RoadWaterford, NY 12188

Leonard QuintPrincipalLynnwood Elementary SchoolRegina DriveSchenectady, NY 12303

A

Kirsten RuglisAssistant PrincipalLinton High SchoolThe PlazaSchenectady, NY 12308

Betty SingerPrincipalLansingburgh Central School320 Seventh AvenueTroy, NY 12182

Kathleen SoleTeacherBurnt Hills-Ballston Lake CentralBurnt Hills, NY 12027

Jayne M. SteubingPrincipalW.H. Barkley Elementary SchoolDeStefano StreetAmsterdam, NY 12010

Debbie WisnerSchool PsychologistTesago Elementary School970 Route 146Clifton Park, NY 12065-3684

SEMINARCOORDINATORSRichard BambergerExecutive DirectorCapital Area School Development

Association

Nelson Arm linAssociate DirectorCapital Area School Development

Association

Richard McDonaldAssistant DirectorCapital Area School Development

Association

3

4

Introducti

Many of the participantssecretly began to wonderwhythey wonderhadagreed whyto participate in whatcould turn out to beanother one of asuccession ofconferences with tooambitious an agendaand no real consensusamong the membersbecause of dissimilarperceptions,backgrounds, and needs.

fit began, not in the reflective tranquility of a conferencecenter retreat, but rather at the end of a hectic school day in

October. A mixed group of twenty -three principals, teachers, and super-intendents met in Albany. Brought together at the behest of the Leader-ship in Educational Administration Development Center at the CapitalArea School Development Association for the purpose of attempting toprovide insights and recommendations on the role of new principals inthe 1990s, the group certainly had its work cut out for it. As th,2inclividu-als mingled and waited for late arrivals, it was clearly evident that veryfew, if any, of the participants had much of an idea about what woulddevelop over the next few hours. Finally the CASDA staff azsembled thegroup in a large meeting area which had more the air of a negotiationroom than a seminar meeting room. The focus of the room was a largenumber of linen covered tables forming an approximately thirty footsquare. The members of the seminar took their places on the perimeterof the table and listened politely as the CASDA staff briefly outlined thepurpose of the seminar and the proposed format and activities for theevening session and successive sessions in December and February. Itwas difficult in October to project what they might be attempting toaccomplish four months hence. Many of the participants secretly beganto wonder why they had agreed to participate in what could turn out tobe another one of a succession of conferences with too ambitious anagenda and no real consensus among the members because &dissim-ilar perceptions, backgrounds and needs.

Into such an arena the twenty-three participants plunged. Initiallyeach person was given an opportunity to present a brief opening state-ment regarding his/her views about the principalship, the greatestneeds of principals, principals as leaders, etc. What came forth predicta-bly covered a myriad of gripes, laments and the overwhelming chal-lenges facing principals today. A few of the teachers present added thatthey saw the position of principal, as we commonly refer to it, as beingoutdated and ineffectual in light of current trends toward participatorymanagement in schools. Questions were raised as to the validity ofhaving a principal at afil The traditional dual role of instructional leaderand administrative manager of the school began to emerge as the twomost overriding concerns of the group. There was little agreementabout which role would dominate in defining what direction the groupshould take. At this point it seemed like an appropriate and neededtime for a break.

After dinner, the participants broke into role alike groups, i.e.,teachers, administrators, and attempted to write a job description for aprincipal of the 1990s. incorporated in that task were such elements as:

What skills will a principal need?How might a person be trained to achieve those skills?What support (administrative, collegial, academic) might a princi-

pal need?Overriding all these questions was the reoccurrir.g question:What should be the main responsibilities of a principal?

From the results of the discussions and the preliminary reports thatwere shared with the group, it was evident that the seminar group had along way to go in achieving a working harmony and consensus.

Maybe it was a good thing that six weeks would elapse before thegroup would meet again. With the raw winds and ice of December uponthem, the participants met once again to continue the discussion. Thistime mixed groups representing both teachers and administratorswere formed ana they worked together in an attempt to focus thediscussion on realistic roles, responsibilities and needs of schoolbuilding principals in the 1990s.

A subtle but significant change had begun to take place during thediscussions and reporting sessions to the entire group. Although therewas still a great deal of disagreement over the roles teachers andprincipals should exercise in schools, there was a common beliefemerging that top down, traditional management styles currently inplace in many schools would not meet the emerging needs of theprincipalship, and in fact, could doom it to failure.

As the participants left that December evening, they still wonueredabout the effectiveness of the discussions and their labors to date.Willing to continue, but not quite sure of the direction they were headed,the group made their way home not to reconvene again until the end ofFebruary.

Once again, the participants met in Albanyafter working hours and asagreed previously, brought in some home-based data on teachers'perceptions of principals' roles and responsibilities. Outof these retell-ings, disjointed and fragmented as they might be, the groups began tosummarize the major areas of agreement and disagreement that hadbeen expressed. From these major points, a vision of the final taskfinally began to emerge. The participants were no longer talking at eachother, but rather they were now engaged in a constructive dialogue. Thethree evening sessions had served their purpose over the interveningmonths. They gave the group an opportunity to vent their individual andcollective frustrations with the role of the principal as it :s currentlyinstituted, and as importantly, gave people in differing and often con-flicting roles (superintendents, experienced principals, new principals,teachers and support staff), an opportunity to express their feelings ina non-threatenir-, collegial setting. Trust was emerging.

As the group uispersed that chilly February evening, there was acollective hope that when they came together in April much of what hadbeen discussed and argued over the previous four months would, withthe coming of spring, begin to bear fruit.

Itwas a reunion of sorts for these weary veterans of the fall and wintersessions in Albany as they greeted each other on a sunny and warmSunday afternoon in April at the Rensselaerville Institute. Spirits werehigh as the members of the seminar and the CASDA staff caught up oneach others' activities over dinner. Everyone present seemed trulypleased to be there, as contrasted to the hectic pace of the threeprevious sessions which had been comened at the end of buss Norl.

12

5

There was a commonbelief emergingthat traditionaltopdown,traditional management.styles currently in placein many schools wouldnot meet the emergingneeds of theprincipalship, and infact, could doom it tofailure.

The participants wereno longertalkingat talkingeachother, but rather theywere now engaged in aconstructive dialogue.

6

consensus was devel-oping,

would not

the

which many of the

have predicted possiblea few short months

oping, some sevenmonthsin consensusmaking, and one in

6

earlier.

What follows in thisreport aretheresults resultsandrecommendations of adiverse group ofeducators who, for aseven month period,grappled with the thornyquestions which willcontinue to be with usinto the next century.

days after fighting heavy lush hour traffic. All present were !oohingforward to two and one -half days of uninterrupted reflection andsharing.

The Sunday evening session at Rensselaerville started off with acontrived debate over the role of the principal as instructional leader oreducational manager. While both mixed teams in the debate attemptedto present opposing points of view, it was apparent that the previousmonths' work had had its effect. A consensus was developing, someseven months in the making, and one in which many of the participantswould not have predicted possible a few short months earlier. A livelydiscussion among the groups grew out of the debate and continuedon into the late evening hours as the participants socialized in thelounge.

Monday s clear sky and clean mountain air beckoned the groupmembers to their assigned tasks. Small mixed groups wrestled withdiscussion guides meant to draw out opinions which could be the basisfor some clear and concise observations on the principalship, recom-mendations to superintendents and boards of education, and advice to:'ew principals from teachers, community members and veteran princi-pals. r n zse groups remained together until the conclusion of the semi-nar. The groups worked diligently, breaking only for lunch and ascheduled afternoon free activity period which proved to be just thetonic the weary and mentally fatigued participants needed to recharge.A walk on the grounds or a hike to a near-by lake changed the routinejust enough so that after dinner everyone was once again eager tocontinue the task at hand. Monday evening a clear consensus began toemerge from the group. Tuesdays work session would be in prepara-tion for a group of university professors, superintendents and board ofeducation members invited to share with the seminar participants theirperceptions, ideas, hopes and concerns for the future of our schoolsand one of the., key elements in making them productive learningenvironmentseffective leadership.

What follows in this report are the results and recommendations of adiverse group of educators who, for a seven-month period, grappledwith the thorny questions which will continue to be with us into tl:e nextcentury. This seminar and report will add to that discussion.

L 13

Letterto theNew

Principalfrom

theschoolBoard

DearNew

Principal:

Welcometo the principalship!

Althoughthisposition

isfraughtwith

conflictsand controversies,

it placesthose

whohold

the job in the

centerofthelivesofmany

people,andtheiractions

willhaveaprofound

effecton them.

Whenfirst entering

the building,be aware

that principalsare the

causeofstress

becausethey represent

change,some

willwelcomeit,

andotherswillbesuspicious

andwary.Theschool

staffand indeedthe

entireschool

community,

mustwork

togetherchannelling

thisstress

intoa forceforconstructive

change.Preserve

whatisworthy

fromthe

pastand goforwardwithideas

forinnovationandchange.

Ittakestime

to developtrust,

but sincerityand shared

ownershipamong

thestaff

andcommunitywill make

for ahealthy,productive

andhappyenviron-

ment,which

is essentialforallwho willwork

and learnthere.

Whileaddressing

the dailyroutine

and crises,leading

yourpeople

andmanagingthe school,

keepin theforefront

ofyourmind

whothe

realclientsarethe

children.Stayclose

tothestudentsbyteaching,

coachingorsponsoring

anactivity.Never

losesightofthefactthatyou

areforemosta teacher,

and a fine one.Showthestudents

andfaculty

howtocommunicate

withothersandhowtobeenthusiastic

learners.

Be able to laughat yourself.

Makelaughter

a partoftheschool!

Recognizethatdecision-making

is best carriedoutclosest

to the

sourceoftheactivity,

andthatdecisionswhich

arebasedoncollabora-

tion withthose

affectedhave

the greatestsense

of ownershipand

enthusiasm.

Itthereforeseems

sensiblethattheschool

staffworkin a

collaborative

manner,sharing

decisionswhenever

possibleto maxi-

mizethe impact

thesedecisions

willhaveon thetotal schoolprogram.

As you embarkon thisenterprise

goslowly,look,

listenandsmile.

Knowthatmistakes

will bemadeand it isallright

Maintainaprofes-

sionalmanner,

keepconfidences,

andwhenconfrontations

areneces-

sary,conduct

themashumanely

aspossible.Recognize

theneedtobe

encouragedandsupported

bythoseworking

withandaboveyouinthe

schooldistrict,

letthemknow

thatyou needtheirsupport

andassist-

ance.As you facilitate,

notforce;collaborate,

notcommand;youwill

growpersonally

and professionally.

You are nowembarkingon ajour-

ney inwhichyou have

tremendouspotential

forpersonalgrowth.

Re-

memberyouhave

beenselectedfor a position

ofleadership,solead,

butalwaysbeaware

ofthedifferencebetween

leadershipandauthority.

Allof usassociatedwith thisschool

wantsuccess.

Forifthisschoolis

successfulthen theentire

communitybenefits.

Thestaff,parents

and

theschooldistrict

administrators

encourageyoutocall upon

themfor

help,assistance

and guidanceas the need

arisesin the coming

months.

II

Sincerely,

YourSchool

Board

7

8

Reflections on the Role of the Principal

Decisions about thework day

often decisionsdictatedby principalsthemselves. The choiceis often one of beingabsorbed in dailyadministrative trivia orbeing engaged ininstructional leadershiptasks.

In brief,brief, they find away tocreatea createclimate ofexcellence in terms ofteaching and learning inspite of conflicting andinescapableadministrativeresponsibilities.

IIf one were to guess whether people were in agreement thatthere would need to be a change in the role of the principal in

the near future, a majority would have agreed. As one participant said,Any time we can get a dialogue going for people who are working and

hopefully working toward the same goals, the better off we are. When weheard our group summaries, we heard some things that were similarbetween an administrator's perspective and a teacher s, but a lot ofThings were different. It will be interesting to try to put everythingtogether."

With that challenge, it was two months later at Rensselaervil le, that wemet to see what we could accomplish together.

There were three groups in Rensselaerville, made up of teachers,principals and superintendents. When we had the opportunity to sharethe results of our small groups' efforts with our colleagues, there wasindeed a number of common elements that were noted by eachrecorder.

It was acknowledged by all groups that principals are faced with anumber of administrative responsibilities that could be classified asmanagement functions. However, the seminar participants felt thateffective principals somehow prioritize their work efforts to reflect anemphasis on educational leadership functions rather than mainte-nance activities. It was agreed that one of the greatest needs in schoolsis for principals to reexamine priorities and reconsider how to allocatetheir time and energy. Decisions about the work day are often dictatedby principals themselves. The choice is often one of being absorbed indaily administrative trivia or being engaged in instructional leadershiptasks. The latter, a much more sophisticated and higher level of perfor-mance, leads to a higher degree of job satisfacr I, yet the formertends to demand an inordinate amount of the pr,,,..113als' time.

The seminar participants felt that in effective schools, the necessaryroutine administrative functions are not neglected but addressedwithin the organizational structure while principals facilitate the teach-ing and learning process. It was felt that effective principals, experienc-ing the same continuous flow of responsibilities in terms ofmanagement that others have, are adept at facilitating instructionalleadership in their buildings. In brief, they find a way to create a climateof excellence in terms of teaching and learning in spite of conflictingand inescapable administrative responsibilites. Leadership appears tobe the key ingredient.

The Principal as instructional Leader and Manager...exists in most districts

* is responsible for all aspects of school functioning.is being pulled in two directions at once.

6 is forced to make on the spot decisions which may result in onearea getting attention at the cost of letting another area slide.

1 5

rcs.

Regardless of theorganizationalpatternused, patternacollaborative approach isessential.

9Responsibilities include:

O Instructional1. supervision processes2. staff development3. communications4. hiring and supervising staff5. testing and evaluation6. curriculum development7. development of instructional schedule8. faculty meetings9. staff recognition

10. conflict resolution

Managerial1. building maintenance2. transportation3. food services4. budget5. legal6. building use schedule7. supervise non-instructional staff8. conflict resolution9. staff recognition

10. building/diStrict office relations (meetings, committees, activi-ties, events)

11. others (CSE, Child Study Team, grants, PSEN, Title 1, etc.)

Organizational Patterns

Principal withInstructionalAssistant andManagerialAssistant

Principal asInstructional Leader

Manager withCommittees

CollaborativePlanning &Decisions

Principal asManagerial Leaderwith InstructionalAssistant

Principal asa part time

Teacher withCommittees

Principal asInstructionalLeader withManagerial

Assistant

The configuration (administrative) or an organizational pattern isdependent on:

1. size of building2. district directives3. resources4. funding5. individual skillsRegardless of the organizational pattern used, a collaborative

approach is essential.

1 6

10

Ownership + Involvement = Commitment

ithin each organizational pattern, the responsibilities of thegroup must be defined. Some aspects may be addressed by a

group while others may be handled by individuals. Roles should beidentified by those involved.

Shared Responsibilities relate to long term and ongoing processes.These may include the development of philosophy, goals, procedures,and implementation as well as tasks such as budget development,building use, curriculum development, instructional schedules, anddiscipline policies. The coordination of tasks involved in a processdeveloped by a group may be done by individuals (principal, teacher,secretary, custodian, etc.). Some Individual Responsibilities mightinclude filing a PINS petition, discipline that is immediate, conflictresolution, staff observations and evaluations. The members of eachone of the small groups brought to the seminar individual ideas, needsand personal agendas. The discussions were often lively. Our task was,in fact, to come to some kind of consensus that would represent thediffering philosophies and views of the participants. At the end of thesecond evening, everyone in the group felt they were comfortable withthe report. That was no easy task considering the variety of back-grounds and personalities. It was great to come to closure with eachmember saying "go with it." One seminar participant captured theessence of the project by saying; "Principals are human beings. Ilearned that a group of people who apparently have few ideas in com-mon when they first meet, can talk and listen and come up with betterideas than they started with."

Principals are humanbeings.I learnedthat agroup humanof peoplewho apparently havefew ideas in commonwhen they first meet,can talk and listen andcome up with betterideas than they startedwith.

17

P

Letterto theNew

Principalfrom

a

VeteranPrincipal

DearNew

Principal,

Welcometotheranks!

Itseemslikenotsoverylongago I wasin

your

shoes.It isdifficult

forme,evenafterall theseyears,to put ahandle

on

exactlywhat

itmeanstobetheprincipal

andto tellyouwhatittakes

to

be successfulin that role.

Beforeyoudespair,

however,letmeshare

someideas,

thoughtsand

suggestionsthatI've picked

upalongtheway.These

thoughtsmayhelp

to easethetransition,butalways

rememberthatyou

willbeexpectedto

makeyour own wayand thatyou must

developyour

ownstyle.

As I lookback uponthebeginning

of mycareeras a principal,

Imust

chuckleat thefact that it

allseemedsosimple

thenthatisuntil the

schoolbellrang!

Iquicklylearned

thatexcellence

isnotsomethingthat

canbeorderedormandated.

Do notbefooledbythenotion

thatyour

enthusiasmand talent

alonecan cause

successwithout

the help of

others.Be aware

that oneofthemostthoroughly

documented

conclu-

sionsofrecent

researchand experience

is that the principalis, in a

numberofways,

thekeypersonin theeducational

enterprise.however,

equallywell documented

is the fact that manyprincipals

areawedby

thechallengesandresponsibilities

thattheyface.Youaresurrounded

byotherswhoarewilling

tosharethose

challengesandresponsibilities

withyou.Yourjobis tohelpcreateaclimate

forexcellence,toinvigorate

and motivatethe workplace.

It is to prizeand nurture

collaborative

endeavors.It istoenable

andfreeindividualstobeall thattheycanbe.

Creatingandmaintaining

ahealthy,vitalandstimulating

workplacewill

beyourgreatest

challenge.

Beconfidentand positive,

get to knowevery

staffmemberfrom

the

mostsenior

to the part time personnel.Treat

themwith respect

and

dignityand youwillreceive

the sameinreturn.

Be sure thatyoushare

expectations

with thosewhowill beworking

withyou.If you

haveques-

tions,ask;if you

needmore

info mation,seekitoutthere

willbemany

decisionsthatyoumake

basedongood information

andwith thebest

ofintentionswhich

willbackfire,but in an atmosphere

ofmutualtrust,

respectandconfidence

youwillberatedonbalance,

noton an isolated

decision.One ofthe first lessons

learnedis that your

time is not yourown.

Peopleinthe school

communitywill

expectyoutoattend

totheirneeds,

and riot necessarilywhen

It is convenient.Set your

agendabut be

flexibletochanging

circumstances

and newinformation.

Givecredit

to

othersfor ajobwell done.

Therewill betimes

whenyoufeel youarebeing

treatedunfairly

and

oftenbytheverypeople

youareattemptingtohelpthemost.

Keepyour

senseofhumor

whenthings

seemattheirworst;

itwill carryyoualong

1,9

way.Betactful,

trustworthy,

diplomatic,and loyal.

Maintainconfidence

inyourselfand your

abilities,remember

thereareanumber

ofpeople

who haveenough

confidencein youor youwould

not havethejob.

Avoidthepitfalls

of"personalpower";

learntoempower

yourbuild-

ing. Be awareofyour intellectual

and cognitivegrowthreadmodel

learningas a lifelong

process.Respect

andenjoythestudents

andstaff

andwheneverand wherever

possiblebuild

bondingrelationships;

and

striveto create

a cultureoflearners

in yourschool.

Neverforget

that

collectivewisdom

andhumanresources

arethe thingsthatallow

usto

makeadifference.

Delegate"up"when

appropriateit

is astrengthnot

aweakness.Build

asolidbelief

systemwith thestaffaboutwhat

it isyou

want toaccomplish.

Asimportantas abelief

systemis,remember

thatit

is impossibletodevelop

orimplementwithout

involvement

andcon-

sensus.Goslowly,

trust;beliefs

donotdevelopovernight;

theytaketime

to nurtureand evolve.

One ofyourprimary

rolesis to facilitate

that

development.Be willing

totake risks,and donotbeafraid

toadmitthatyouneed

helpalongtheway.

Rememberthatnone

of uscansucceedinthisworld

withoutthe help ofothers.

Oneofyourmajor

tasksis tomobilize

the

talentsand energies

of everyonein the school

community.

A large

measureofyour

successwill be based

onhow muchownership

that

communityfeels

for theschools.Excellence

is ajourney,not adestina-

tion.Supplythe compass

for thatjourney.

Hopefullysome

ofthe ideasin this letter

will enableyoutogetoffon

the rightfootand still bestanding

onbothfeetat theendofyour

first

year.Be aware

that you are enteringone of the most

challengingand

rewardingpositions

on earth.Good

luckand bestwishes!

Sincerely,

YourFellow

"Ancipal

---1".4,441014

,

14

The position ofprincipal aspresentlystructured

structuredis nearlyan impossibleone.

The role of theprincipal,then,in a personschoolbuilding, depends on theperson filling that role.

The work of a principalis presenty caughtbetween

no man'slandthe

past andthe futurea no man's land. Nolonger can the principalbe thought of as theeducational leader; yethe/she desires it to beso. The principal mustorganize and allow theprofessionals to conductthe activities of theclassroom, professionaldevelopment andprogram planning.

Observations About the Work of thePrincipal

Prhe position of principal as presently structured is nearly an impos-sible one. There are so many demands and expectations placed

upon the principal that the principal rarely achieves all of theseexpectations. Expectations vary in communities depending on the sizeof the district, the size of the building, the number of assistants, thetraditional expectations of the community, and the demands of thesuperintendent and central office.

The traditional definition of the principal requires that he/she be notonly the manager of the building but also the instructional leader. Asone of the participants in the seminar said, 'The work of a principal inthe present school organization is overwhelming. Principals who wantto be instructional leaders will often find their time filled with adminis-trative tasks."

Critics of the principalship often accuse principals of hiding behindthe administrative tasks of their positions. Too often principals do notfeel secure in the process of evaluation and observation of teachers, intheir ability to bring together people for decision making, in theirvision of the educational process, and in their ability to articulate thisvision to the staff of the building, the central office, and the community.Another seminar participant said, "The principalship seems to bemade up of so many responsibilities and expectations (that) one can-not do a respectable job at all and runs the risk of completely screwing-up some in order to do well in others."

Because the definition of the role of the principal is so immense, x eryfew people can fill that role in 0 of its dimensions. The role of theprincipal, then, in a school building, depends on the person filling thatrole. One of the seminar participants reacted to this point in the follow-ing way: "There are as many definitions of the role as there are princi-pals, teachers, students, parents, etc. That is, the expectations arenumerous and diverse; e.g., someone is always disappointed. Princi-pals must therefore be strong individuals with a clear definition ofpriorities and a thick skin."

Still another seminar member reacted to this point by saying, "Build-ings operate based upon the leadership or role assumed by the personwho is the principal. Principals are largely divested individuals whosedaily responsibilities run the gamut of discipline, attendance, faculty/student concerns and expectations to who's going to paint out thegraffiti, patrol the parking lot, and substitute for the sick paraprofes-sional. Wouldn't it be nice to have more time to visit the classroom tosee how teachers and students work together. Problem solving alwaysimpacts such a wide variety of people in almost every decisionwe'renot going to please everyone all of the time."

..er---

2 ea

The expectationexpectation that the principal be both the instructional leaderand the manager played a pivotal part in the discussions of the selectseminar. Many of the participants would agree with this statement ofone of the seminar members. The work of a principal is presentlycaught uetween the past and the futurea no man's land. No longer canthe principal be thought of as the educational leader; yet he/shedesires it to be so. The principal must organize and allow the profes-sionals to conduct the activities of the classroom, professionaldevelopment and program planning."

In spite of the concern over the role and expectations of the principal-ship and in face of the difficulties which anyone in that role encounters,the principals in the seminar would probably agree with this comment:"Though many days are trying, I can't think of anything I would rather dowith my life. Educating children is the most rewarding profession forme. Shaping future generations is, in my opinion, an exciting job. Weshould take this into consideration when we train principals in thefuture. It is a positive profession."

Although the seminar members agreed that the role of the principalis nearly an impossible one, they avoided a restructuring of that role.Rather, they made recommendations for improving the preparation ofprincipals and suggested ways that experienced principals couldimprove their skills. Other recommendations addressed the ways thatother professionals in schools could help principals be more success-ful.

Needs of the PrincipalThe members of the seminar considered the needs of principals

especially beginning principalsand tried to arrive at some conclu-sions.

Principals need to understand what is expected of them by the super-intendent, the board, the community and the teachers. The principalmust have at his/her command the ability to learn these expectationsthrough conversations with leaders in these groups. Perhaps mostessential is the relationship between the principal and superintendent.

The style of the superintendent often determines the role of theprincipal. The current literature in educational administration stressesthe importance of collective decision making. A principal needs tobring professionals and support staff together in such a way that theyare able to participate in the decision making involving the education ofchildren. Principals need to have of need to develop this skill. Conflictsituations arise when the superintendent and principals a e not inagreement concerning this leadership style. An administrate , beforeassuming a principal s position in a school district, should examine theexpectations of the superintendent and the larger school communityconcerning this collective dcc:sion making approach to leadership.

The principal also needs to know how to mold a school around avision which is often delineated in both short and long term goals. Theprincipal needs to be a good communicator of this vision or goals andneeds to know how to use the resources of the central administration,faculty, parents, and students to support and further this vision. Thisability, though written about extensively in the literature, is not a skillthat is taught in the graduate programs of educational administration.

The members of the seminar also stressed the importance of timeand how to manage it. They stressed the necessity to jealously guard thetime necessary to share ideas with others, to talk frequently with staffmembers about children, their education, and the collective vision ofwhat the school should be. They stressed that a principal should guardagainst being totally consumed by the 'administrivia' of the job, eventhough they admitted that txie principal must have the management

22

Principals, especiallynew principals,needto understandunderstandwhat is expectedof them...

1.erres......MsimMOIOM

The style of thesuperindendentoftendeterminestherole of the principal.

S

16

The principal alsoneeds toknowhow to visionmolda schoolaround a vision which isoften delineated in bothshort and long termgoals.

The members of theseminaralsostre tissed metheimportanceof time and how tomanage It.

In addition tounderstandingorganizationaltheory,schoolfinance,schoollaw,communicationandstyles ofleadership, principalsneed to understand andpractice communicationskills.

details under control before even attempting to be the instructionalleader.

Improving EffectivenessA third topic that each group discussed was improving the overall

effectiveness of principals.The people in the seminar stressed the importance of working colla-

boratively with boards of education, other administrators and teachers,to design equitable selection processes; to develop job descriptionswhich stress collaborative decision making, to provide administrativeassistance to handle some of the managerial tasks, and to foster com-munities of learners which stress ongoing professional opportunitiesutilizing the research on effective schools, learning/teaching styles,and techniques of collaboration.

Educators should also work cooperatively with schools of educationwhich are currently preparing educational administrators. These pro-grams should have an appropriate blend of theory and practical man-agement skills. In addition to understanding organizational theory,school finance, school law, and styles of leadership, principals need tounderstand and practice communication skills. "Principals need tolearn to be excellent listeners by receiving formal training in this skill(communications). They need to convince the students, the parents,and/or the staff members that they really are hearing and understand-ing the expressed concern. Secondly, principals need to be synthesiz-ers and articulators. They need to effectively organize tasks and thenseek out the most competent persons to carry them out regardless ofrank or title." Principals also need to understand group process andhave experience in it. They need to know how to bring together diversegroups of people to discuss issues, goals, and reach consensus onthose issues and goals.

The members of the seminar emphasized the necessity of providingpractical experience along with theoretical knowledge in preparationprograms, they did not, however, provide a blueprint of such programsfor schools of education but recommended a collaborative effort on thepart of practicing educators and teaching faculty from the schools ofeducational administration.

For those principals who are currently leading schools, the seminargroup stressed the importance of their affiliation, their collaboration,and their participation in a principals' center such as the Greater Capi-tal Region Principals' Center which includes in its mission statementmany of the ideas which emerged from the seminar to improve theeffectiveness of principals.

One of the seminar participants summed up the reason for therecommendations emerging from the select seminar by saying, "Hav-ing started as a vice-principal and then moving to the principalship, Ifind it hard during a selection process to find newly certified peoplecredible. They have excellent ideas and no practical experience. Wemust get the new administrators quality hands-on experience beforethey go on the job."

23

The members of theseminar emphasizedstronglythe

preparationnecessityofproviding practicalexperience along withtheoretical knowledge inpreparation programs.

111141.711

24

14,

Letterto theNew

Principalfrom a

TeacherDear

NewPrincipal,

I thinkIspeak

forallofthe otherteachers

in thisbuildingwhen

I say

wewishyouwell asourprincipal.Your

successin the leadership

posi-

tion you haveaccepted

will profoundlyaffect

our ownsuccess

as

teachers.Your

failurewill, in

like manner,leave

itsmark.

Whatdo weexpect

fromyou?Wehopeyou

wouldbelieve

aswedothat

goodteaching

mustbe the activity

giventhe highest

priorityin our

school.Students

learnin many

waysand in many

settings.However,

studentsaresentto

schoolsto learn

primarilybybeing

taught.Wewish

you tobeourcolleaguein thisexciting

andcomplexenterprise.

Donot

try to controlor direct

us. Togetherwe have

moreknowledge

and

experiencethanyou.Rather,

be theoccasionfor us tobecome

morein

touch,more

engagedwith each

otheras sources

ofknowledge,skill,

andexperience.

It is oftensaid

becauseof the nature

of theself -

containedclassroom

thatteachingis an isolated

and isolatingactivity.

Helpus lessen

that senseofisolation.

Howwe feel aboutour teachingour

confidencein ourabilities

affectshow well we teach

and howjoyfullywe approach

eachdayof

teaching.Ourstudents

deservetobetaught

byconfidentjoyful

teachers

at peacewith

themselves

and theirchosen

profession.

Helpmake

availabletheresources

toenableusto improve

anddevelopourteach-

ingskills.Recognize,

asveryexperienced

teachersdo,howvulnerable

tocriticismandsecond

guessingtheactofteaching

is.Therelationship

betweenteaching

and learningiscomplex,

wellunderstoodingeneral,

poorlyunderstood

in itsspecifics.Therefore

havean open

mindbut a

healthyskepticism

ofthoseself-appointed

expertswhooffer

easyand

absoluteanswers.

Allowustohelpyou indeciding

betweenwhatwillbe

helpfulin improving

ourschooland what

willjust take our timeand

energy.Inaccepting

yournewpositionwehope

youhaveavision

ofhowour

schoolinall respects

can achievehighstandards

ofexcellence.Wetoo,

havesuch

visions.Together,

as they say,we can make

ithappen.

I havenotmentioned

parents,theBoard

ofEducation,the Superin-

tendentor thecommunity

atlarge.Theyare

allimportant.Thenature

of

our relationship

withthem

willand shouldbedictated

byhowwellwe

teachourstudents.

Iftheschoolexperience

foreveryoneofourstu-

dentsis characterized

bythe achievement

ofintellectual,social

and

practicalskillsif

studentsare learning

andrecognize

theyare

learningthen

ourrelationships

with thoseoutside

of ourbuildingwill

be easyto manage.

The pointofthisisthatwemust

beclearabout

our

priorities.To fail in this is to be subject

to the whimsandfancies

of

thosenotonlylessknowledgeable

butalsooftenlesscommitted

tothe

specificlearning

needsofeach

studentin ourbuilding.

Finally,we share

ourverybestwisheswithyou inyournewposition.

We look forwardto working

withyouhelpingourchildren

learnand

growandprepare

themselvestobecome

mature,well-educated

adults.

Sincerely,

YourTeachers

Recommendations toSuperintendents, CentralAdministration, and Boards ofEducation

Districts must maintaina highlevelof helpcommitment,confidence,and support to help thenew administratorsucceed.

Participatory managementpracticesshouldencompass

encompasstheentireschool community, theboard of education, thesuperintendent, theprincipal, students andthe staff.

We recommend thatboardmembers

make teachingsurethatthe superintendent is ateaching administrator.

1111111111111111111- VINIIIMMP

19

lit was the consensus of the group that a statement be madedirectly to the superintendents, central administration, and

boards of education who will employ the beginning principals. Schooldistricts invest in a beginning principal by offering a most rewardingand challenging position. Districts must maintain a high level of com-mitment, confidence and support to help the new administrator suc-ceed.

The illustration on the next page shows the seminar's "Super Princi-pal."

Notice that "Super Principal- can only fly if supported by the staff,superintendent, board of education and the community. It is a collec-tive responsibility to help "Super Principal" fly; and it is essential thateveryone, including the new principal, understand this.

Realize that the new principals' career development is in part yourresponsibility. Support them professionally, provide developmentopportunities for them and their staff. Staff development opportunitiesfor all members of the educational team (this Includes board of educa-tion members and the superintendent) are imperative. A district sup-ported professional development and enrichment program wouldenhance personal and professional growth, increase motivation, inter-est, and commitment for all involved.

Clive the new principals opportunities to explore with their staffparticipatory management and shared decision making and planningmodels. Participatory management practices should encompass theentire school community, the board of education, the superintendent,the principal, students and the staff.

We recommend that board members make sure that the superin-tendent is a teaching administrator. The superintendent must informthe beginning principal of the district goals, objectives, policies andprocedures, the professional and non-teaching contracts, and theboard of education's expectations.

The superintendent, master teacher, or administrative colleague canact as mentors for the new principal. Expectations for the beginningprincipal should be limited and prioritized, then clearly articulate,...

Above all else, when the building staff is reaching for excellence,provide the necessary resources to foster success. Provide support anddemonstrate confidence, and care about the principal as a person.Recognize the principal when he/she does well.

The board of education, superintendent, central administration,teachers, staff, students, and community make Super Principal fly.

26

20

1 I

D. -Disc( p. Line.

7.) . 45c4setn'i 61 iee-,

"5). Compti,A.nitl re(fims/Comma

4-). i TrAlpro f PT5A

5). I -I._ rat-e, PareI

0 . Stitck4-1- jovartrviekt .''

7. Tos itile, Stutdemtfirin

The superintendent,masterteacher,

or mentorsadministrativecolleaguescan act as mentors forthe new principal.

0 Trs

fr rtonLL f

Cfloki

t..

:-7-75-71

27

The ultimate resultof successfor thenew

communitiesof learners

principalis thecreation of a synergisticschool culture thatstrikes at the very heartof what schools werealways meant to be,communities of learners.

21

0 ur conversation and written seminar report has allowed us toshare our expertise, ideas, feelings and concerns with other

practitioners and concerned citizens. This dialogue is essential inaddressing the complex concerns of the new principal.

What we have accomplished is to record a rich conversationinterspersed with reflections and comments from practitioners thatprovide a source of accumulated wisdom for those entering the princi-palship. As the proceedings developed over the seven month period, itbecame increasingly apparent that the implications of the seminarwent far beyond advice to new principals. The group of seminar partici-pants went away with an understanding that the success of the newprincipal is based on the concept of interdependence and group com-mitment. Collective wisdom, collaboration, and dedication to a com-mon set of beliefs and values at the school level is what will make thenew principal successful. This idea of developing a culture of profes-sional educators will lessen the sometimes impossible burden that theprincipalship carries and at the same time reduce the isolation of bothteachers and administrators.

It became clear that when the new principal is successful, the schoolcommunity benefits. The ultimate result of success for the new princi-pal is the creation of a synergistic school culture that strikes at the veryheart of what schools were always meant to be, communities oflearners.

28

22

AddendumReflecti ve Practice and thePrincipalship

In order to help new principals gain insight regarding their thoughts,feelings, beliefs and values, the following is offered as an instrument ofreflection.

"Reflective principals are in charge of their professional practice. They donot passively accept solutions and apply them mechanically. They do notassume that the norm is a one-best-way to practice, and they are suspi-cious of easy answers to complex questions. They are painfully aware ofhow context and situations vary, how teachers and students differ in manyways, and how complex school goals and objectives actually are; theyrecognize that, despite difficulties, tailored treatments to problems mustbe the norm. At the same time, reflective professional practice requiresthat principals have a healthy respect for, and be well informed about anduse, the best available theory and research and accumulated practicalwisdom."

(Sergiovanni, 1987)

The seminar group felt that because of the many challenges, aspira-tions, hopes and expectations that school leadership affects, it isessential that potential school leaders reflect on a number of importantareas. Those who lead our schools into the twenty-first century must beprepared to deal with major shifts in the nature of students, the teach-ing force, and basic changes in the ways schools do business. Theseleaders, in order to foster growth in a complex structure, must beskilled in the process of reflection.

Those contemplating the role of principal could use this instrumentas a step in clarifying their thoughts and beliefs.

These questions have been developed from a variety of sources thataddress leadership and effective schools. They will help provide a struc-ture for your thoughts.1. Identify your fundamental values as an educator. What is it that

drives or will drive your sense of purpose as a principal?2. What are the characteristics of a good school that reflect your own

ideals?3. What would you see as the mission of your school?4. How did you develop your own "vision" of a good school. Is it

something you brought with you or is it something you developedin response to the situation in your school or community?

5. How would you communicate your values, your vision and yourgoals with the superintendent?your staff?parents?students?the community?

6. How would you conduct your faculty meetings? (For example, whatkinds of items would you include on your agendas? How would thefaculty participate in the meetings? What kinds of decisions wouldbe made in faculty meetings?)

29

7. Now would you conduct formal meetings with parents' groups?(What would be agenda items? How would they be determined? Whowould chair such meetings? What decisions would be made? Whowould make them?)

8. Would you meet formally or informally with student groups? De-scribe the purpose and the process of these meetings.

9. What would you do to identify the educational needs of students inyour school? What data would you use?

10. How would you monitor progress in your school's development inthe following areas:the appropriateness of the curriculum?the instructional effectiveness of teachers?the progress of students in meeting curriculum goals?

11. What would you want the community's image of your school to be?12. Now would you establish school goals and objectives? Who would

participate in this process, and in whatways would they participate?13. What influence would the superintendent and the school board

have in establishing goals for your school?14. Describe your own role in bringing about changes in curriculum

and instruction.15. Now do you resolve conflicts over the nature or process of change

when these conflicts occur within or between the faculty, the par-ents, the superintendent and school board.

16. Now would you establish your expectations of teachers? ofstudents?

17. Now would you reward or recognize achievement?18. Describe the general climate or atmosphere that you would want in

your school. Now would your teachers associate with one another?19. What constraints might you be faced with in trying to do your job

effectively? What resistance would you encounter?20, Describe your own style and behaviors as an educational man-

ager and leader.

23

Reprinted from CASDA Newsletter

Select Seminar on Needs of Beginning PrincipalsThe Leadership in Educational

Administration Development Center(LEAD) for New York State recentlycompleted The Select Seminar on theNeeds of Beginning Principals

The group of tw enty-four teachers.principals. and superintendents fromrural, urban. and suburban districtsbegan its work in October 198' Theresults of the seven-month program willhe published this summer The publica-tion will have merit not only for begin-ning principals, but for teachers.superintendents. school boardmembers, the public, training institutes.and veteran principals

Chapters of the report will includeI A Letter to New Principals

IL Observations on the PrincipalshipIII. Recommendations to School Dis-

tricts (Superintendents andBoards)

IV. Advice to New Principals fromTeachers and Veteran Pi incipals

V. The Principal for the 90s andBeyond

The writing team for the publicationwill consist of Glenn Nichols. highschool principal at Like George. SeanO'Neill. teacher from Guilderland'sFarnsworth Middle School, and KirstenRughs, an assistant principal from Lin-ton High School. The CASDA-LEADCenter staff will assist in the editingDuring the seven-month process ofstudy, reflection, writing, discussion,and questioning, the seminar partici-pants developed a series of generic andspecific strategies that should be con-sidered in the induction of new princi-pals now and in the 1990s

Other participants included JackieBirch. teacher. Linton High School.Schenectady, Richard Broome. princi-pal, Argyle Central School, W EdwardErmlich, superintendent, MiddleburghCentral School, Frank Gorleski, princi-pal. Cohoes City Schools, Died Grapka,principal. Altamont Elementary School,Guilderland, Martha Guilder. teacher,Argyle Central School, Mary tafountain,teacher, Hadley-Luzerne CentralSchools; George Leibowitz, teacher.Troy High School; JoAnn Levato,teacher, Lynnwood Elementary School.Guilderland, Thomas E. Marzeski,principal, Berne.KnoxWesterlo Cen-tral School; Dominic A. Nuciforo. Sr.,principal, Ravena Elementary School;Ward Patton. superintendent.Watcrford-Halfilioon LconatdQuint, principal, Lynnwood ElementarySchool. Guilderland; Betty Singer. prin.

Kay Sole calls attention to the role of theprincipal beyond the 19905.

Dominick Nuciforo maims afinal report.

Small group discussions consumed much of the two days at Rex selaerville.

Seminar participants in small group discussions.

31

Volume XXVI, No. 4 June 1988

Completes Deliberations

cipal Lansingburgh Centra: School:Kathleen Sole, teacher. Burnt Hills-Ballston Lake Central; Dr. Jayne M.Steubing. principal. W. H. Barkley Ele-mentar School. Amsterdam; DebbieWisner, teacher, Tesago ElementarySchool, Shenendelum.

The following are excerpts takenfrom participant comments:

I !YARNED THAT:Principals are human beings. I

learned that a group of people whoapparently have no ideas in commonwhen they first meet can talk and listenand come up with better ideas than theystarted with.

I can still learn from others; I canconverse with fellow educators abouteducational matters without having to..defend" every word or having my viewsas a superintendent looked at under amicroscope for ulterior motives.

This workshop and its resultswould have been extremely beneficialfor one prior to becoming a principal.I also learned that administrators andteachers can work together in a varietyof settings, including this one.

The current structure that pre-pares principals needs to be refined tomeet the changes occurring in educa-tion today. In addition, a mentor pro-gram should be developed to assistbeginning principals.

Many of us from different facets ofeducation have similar beliefs regardingthe principalship.

EMEIV-r

We can be a force of change!

Group process procedures are(can be ) VERY productive. The SelectSeminar approach is one I plan toencourage in my school district for thecollaborative efforts at improving theeducational program.

I WAS PLPASED W1111:The recognition that principals

need a mentor system,

The willingness of the individualsinvolved to remain on task and worktogether toward the successful comple-tion of the seminars purpose.

The fact that we were able to pullour thoughts together and come upwith a semi-finiFhed product, I can anx-ious to sec the final draft of the seminarpaper. I do hope our efforts will assist anew principal. for it is an unbelievableposition.

OTHER COMMENTS:This was a verypositive experience

for me. I left each meeting more inter-ested in education and more impressedwith the quality of the people in educa-tion.

As a beginning principal, this kindof dialogue has been helpful. It has mademe think, rethink, and clarify some ofmy positions. It has given me ideas andfood for thought.

Overall super "10" experience.Thank you!

- . 4

Seminar parts ipants at dinner at Rensselaerville.

32

LEAD Center Advisory BoardNelson Arm lin, Associate DirectorCapital Area School Development Association

Richard Bamberger, Executive DirectorCapital Area School Development Association

Jeffrey Bowen, Research and Development AdministratorNew York State School Boards Association

Alfred Cali, ProfessorDepartment of Educational Administration and Policy StudiesThe University at Albany

Bruce Crowder, Assistant CommissionerOffice of District Superintendents, School DistrictOrganization and Development, State Education DepartmentAnn Delehant, Director of Staff DevelopmentRochester City Schools

Thomas P. Fitzgerald, Bureau ChiefEffective Schools Program Unit, Office of District Superintendents,School District Organization and DevelopmentState Education DepartmentRose Anne Fogarty, Research AssociateNew York State School Boards Association

Shirley Ford, Senior Staff DeveloperNew York City Board of Education

Paul Haley, CoordinatorStudy Council Alliance of New York State

Philip Hal linger, DirectorWestchester Principals' CenterDaniel Heffernan, DirectorGreater Rochester Principals' Academy

Margaret Karpus, Assistant DirectorNew York State Council of School Superintendents

David Kidd, Legislative and Membership Relations CoordinatorSchool Administrators Association of New York StateRobert Lancto, Executive DirectorSchool Administrators Association of New York StateMatt Le StrangePrincipals' Center, Syracuse University

Anthony Parisi, Regional RepresentativeNew York State Federation of School AdministratorsJ. Theodore Repa, Associate DirectorMetro Center, New York University

Murray Schneider, PresidentNew York State Federation of School Administrators

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Leadership in Educational Administration Development CenterCapital Area School Development AssociationSchool of Education, the University at Albany, State University of New York135 Western Avenue, Rusted 211, Albany, New York 12222

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