The Role of the Principal - Connector

I’ve been thinking alot lately about how research in education and other fields makes it way from academia to teachers in classrooms. One of the things I’ve realised is the importance of the school principal as a “connector”. To be sure, academics share their research in all kinds of ways that get their material read and implemented, and practising teachers also often seek out new sources of information, including current research. However, the school principal is perfectly positioned to be a conduit for current research to make its way into the hands of busy classroom teachers. 

An example of this came up for me in a recent meeting. In the meeting we were discussing what resources we would purchase to teach reading at school. Several options were presented from a variety of publishers. What was immediately apparent for me was that research into how children acquire the skills of reading is evolving, and some methods and resources that were common and widespread even just 2 or 3 years ago are outdated, called into question, or even discredited. (see “The Science of Reading Progresses”) 

I’m grateful to have the time outside of the classroom to learn about and share new ideas. I’m grateful to have the network to draw new ideas and resources from far and wide into my school. The potential for influencing teaching practise and the impact on learners and their future success is inspiring, and hopeful. That’s a great feeling to take home at the end of a day!

The Importance of Language

The Importance of Language

I’ve been having conversations with a few different folks in my Mastermind and some coaching connections about language this week, and thinking about specific 

verbiage as it relates to comments on report cards, or what we call Communications of Student Learning here in BC. For example, what is a good alternative to the gender specific 

term “sportsmanship”? I’ve come up with a few ideas, such as rearranging the sentence to include “sporting”, 

or “sporting behaviour”, or “sense of fair play”. I’d be interested to hear what others come up with.

I believe it is important that we have conversations like this, so our students (and school communities) see representations of themselves in our daily workings, and also so it is a welcoming, safe place. For this to 

happen I need to reflect on my gendered, white-normative, binary privileges and reexamine how and why I do things the way I do in the school environment. 

I can't remember where I found this link, but here’s an example of a someone doing that challenging work: 

https://medium.com/viewfinder-reflecting-on-museum-education/beyond-bathrooms-including-all-genders-through-language-300580834384 

Principles for principals

Great ambition is the passion of a great character. Those endowed with it may perform very good or very bad acts. All depends on the principles which direct them.

Napoleon Bonaparte

Everyone has their own personal set of guiding principles. Those of us in the field of education often examine our principles, our values, our morals, as we are frequently teaching them explicitly to others. Our principles become especially important during times of stress or strife, particularly during  those times when we disagree with others.

Here are several ways I strive to put principles before personalities at school:

• during my conversations remember that my focus needs to be on serving the needs of students
• it is okay to disagree without being disagreeable
• not everyone shares the same values as I do, but they are still deserving of respect and dignity
• I am in a position of trust, and need to represent the interests of many diverse parties
• most importantly, treat others how I would like to be treated

My list is not comprehensive, and there are many great resources for this sort of thing. I like to keep a few of these simple ideas on post-it notes on my bulletin board. It helps to keep me focused and serving the needs of students. 

Think (and act) Positive

As I prepare for a new school year, and my first year as school principal, I've had several occasions to think about the power of positivity. I've enjoyed reading a couple posts by other administrators on this topic, in particular a post by @MrWejr on the Friday 5, and @L_Hilt on The Power of Positivity. Like these principals, I see so much energy around me, but much of it appears wasted on negative, draining pursuits.

Happiness is an attitude.

There is anxiety that comes with starting a new school year. Folks want to be ready, to have it all together, to feel organised. Adding to an already stressful situation for some, is the challenge of a labour dispute in our province. Without delving into that hot topic, it is safe to say that some people feel a little more anxiety than usual. My thoughts lately have strayed towards how I can influence the climate in our schools in a positive way. The primary way I see myself doing that is by being "solution oriented" -- thinking and acting in a positive way.

For me, being in the solution means considering the problem, but not getting weighed down by it. As @L_Hilt pointed out in her post, we are in the people business, and the business of serving students and families. I need to look at problems as challenges, or jigsaw puzzles. I often have some of the pieces but can't see the whole picture. It is part of my role as a leader to pop my head up and try to orient us in the bigger picture. Being forward thinking or solution oriented keeps me driving towards that purpose.

Another way I like to think of problems and solutions is using the analogy of a balance. When I am stuck in the problem, I am adding grains of sand to the problem side of the balance. If I am solution oriented I can tip the balance in the other direction. It is important for me to remember when I am in the thick of it that it only takes one grain of sand, one seemingly small action, to tip the scales in a new direction.

The upswing for me is that positivity is infectious, and the result is often happiness! Although it is sometimes hard work, as Seth Godin writes in his post "The problem with positive thinking", it is worth it. It is hard to be a downer around an enthusiastic, smiling and positive person. The effect on staff, and hence students and the learning environment, is magnificent. I owe it to myself to affect this change.

What's your sentence?

I was recently inspired by Daniel Pink's "What's Your Sentence?" project to try something similar with the staff at our school. We are a newly amalgamated elementary school, and were in need of a focus, a mission. I pitched the idea at a staff meeting, and while no one groaned outwardly or rolled their eyes, I could feel the temperature drop in the room. Over the next few days I heard through the grapevine about the grumbling, and started to wonder if this idea was going to bear any fruit. I'm happy to say that I was pleasantly surprised! At first bulleted lists started to arrive in my inbox, then paragraphs started to roll in, and gradually carefully refined sentences. Here are some of the responses:

The list:

• Initiative, Flexibility, Proactive, team player
• Striving for academic and social excellence in a community of respect and caring.
• Our students should endeavor to become well-rounded people who take responsibility and ownership for their own learning and contribute positively to the greater community.
• We are preparing students to be productive, responsible citizens.
• All students are challenged to reach their maximum potential by becoming independent learners and thinkers who are accountable for their own actions and learning.
• The student will enjoy life long learning.
• Our students should learn respect for themselves and others and value inquiry with a critical eye.
• Heather Park provides opportunities for students to achieve their personal best, become responsible and productive citizens, and embrace lifelong learning in a safe and positive environment.
• Ecole Heather Park Elementary: a community where inspiration and caring fosters self discovery, self confidence and success.
• Character (integrity, compassion, persistence), Critical Thinking (problem-solving), Creativity, Collaboration (teaming and leadership), and Communication (writing, public speaking, networking and technology).
• Education is a means by which teachers inspire students to understand the value of learning and hard work, responsibility for one's own actions and thoughts, and developing a self-motivated enthusiasm for success.
• Teachers ignite a passion within their students to be energetic and enthusiastic life-long learners.
• The goal of education is to inspire students to be curious, cultivate tenacity and persistence, and develop an internal drive to value learning in all aspects of life.
• Heather Park Elementary is a community of learners where students are encouraged to become independent critical thinkers who are expected to treat themselves and one another with respect and compassion.

I'm not sure if we're all that much closer to defining our one sentence, but I do feel like we've embarked upon a journey as a team, and that we are working together to identify values and beliefs that inform our work in public education. Our next step will be to sit down together and begin to refine our work, and try to come up with a single sentence.

I have several questions for you. Have you used an activity like this with staff? Did you find the naysayers took away from the discussion appreciably, or did they come around for the most part? Has anyone come up with a really great sentence?