Balance Issues

So this year I have a new position. It’s kind of a hybrid between a district-to-school liaison and an assistant principal. My district created this position last April and fully implemented it in August; I’m not sure if any other metro-area district does this, but I haven’t heard of it before. Basically, this new position places 1 special ed person (a.k.a. me, or someone like me) in each school as a full assistant principal. Each school principal in our district was given a new AP allotment for this position, as well as full control over what tasks are assigned to us. This background info is important, because I have to admit that I never actually envisioned myself as an AP, but yet I find myself in the position now, and I am trying to make the most of it. This is a great career opportunity that (quite literally) fell into my lap! My challenge at the moment, though, is balance. Balance between operational vs. instructional priorities. All of my previous roles (teacher, department chair, central office personnel) have been centered on one task (special ed). This job, though, is so broad, and the position is so new, that it’s kind of rocking my world at the moment.

In our book, The Principal 50, Dr. Kafele says (on pages 4-5 and pages 38-39) that leaders should spend the vast majority of their day in classrooms, observing teachers and driving/reviewing/commenting on instructional practices within the building, and not focus so much on the “fires” throughout the day.

Maybe it’s because this position is new (to me AND to our district), or maybe it’s because I have never had to be spread in so many directions before now, but what suggestions do you guys have for creating more balance in my day-to-day schedule? The operational fires seem to be constant and drown out any “free” time I have to get into classrooms. The instructional stuff is the fun stuff to me! The operational stuff is necessary, but should not be my primary focus (plus, it’s boring! J). 

During our Twitter chat, I asked Dr. Kafele how to become better at this. He said that I should “be intentional” about my daily time (see pages 4-5 again). Good advice! But fires also demand your attention, and the things that actually drive change in a school (like the instructional practices of your teachers) tend to get shoved down to the bottom of the list or to the “I’ll get to it tomorrow” pile.

Any other first-year (or more experienced) APs out there who are going through (or went through) something similar? Even if your title isn’t AP, what suggestions do you guys have? Anyone who moves from classroom teacher to a higher leadership role is sure to have faced something similar (or at least I hope I’m not the only one J). 

See everyone soon,

Kristin 

Safety in September

Did you know that September is National Preparedness Month? It is no coincidence that safety has been in the forefront of my mind the past few weeks. Several situations have occurred at school that have really made me question how qualified I am to respond to given situations. In the course of less than seven weeks, I have been involved with:

• A student who fell asleep under a desk during a fire drill
• Riding with a child in an ambulance after an allergic reaction
• Making sure grandparents were listed on our emergency cards before they were allowed to visit for Grandparents' Day and having to turn some away
• Collecting the data that 86 of our 666 students were absent on September 11th mostly because of social media rumors that surrounding county schools would have multiple school shootings that day

I have been thinking ever since….as a leader, how do I make sure that my daily actions ensure safety for our students?  As someone who is constantly in any part of the school at any time, what can I do to make myself aware of students with health problems? Should you have at least one administrator at your school that is specifically trained in safety techniques (like CPR), since most of the time the administrators are second to report to emergency scenes behind the nurse? What do you do at your school to ensure that personnel are qualified, trained, and ready to handle emergencies as they arise?

In response to the other situations, what can be done to ensure safety among strangers at school? What kind of registration do you do at your school and how do you secure the safety of students by allowing visitors in the building?

I’ve posed several questions here that may seem random, but what I would like to gather out of this post are ideas that go above and beyond normal emergency/safety procedures. What great ideas do you have in place for students with medical issues or people on campus? Please share your thoughts, suggestions, or ideas about the best practices for handling serious situations. I've found that the Crisis Management and Prevention Information for Georgia Public Schools  is a good resource and review for any school that can get bogged down in the daily chaos and easily forget that emergencies often happen without any notice. 

Every Teacher needs a Champion

I am sure we have all heard, Every kid needs a Champion.  I wholeheartedly agree.  I believe every child needs at-least 1 adult role model to impact his or her life that is unforgettable, worthwhile and meaningful.

On the other hand,  I am interested in seeing how do instructional leaders champion their teachers. Or do instructional leaders care?  There have been several instances, in which I have witnessed relationships to be perceived as worthwhile, but turn out to be something completely different.  I have seen principals use punitive punishments for not "being on the team" and even witnessed Principals shed a tear at the death of a teacher, but the next week act as if he or she was not apart of the school community and environment.

I genuinely want to build authentic and genuine relationships with my staff.  I know adults vary in personality, mindsets and character, however, that can not be my focus as I build a climate of care, trust and understanding.  What suggestions or readings do you have to  build great relationships that are professional, promote positivity, care and are meaningful?

The Shirtless Dancing Guy

     When you look at the number of teachers in our schools who have been teaching for a number of years and who may be teaching as if the faces of the school have nor changed, we need to find a few shirtless dancing guys willing to stand out and try something new. The problem is often not finding the shirtless dancing guys, but to put them out there where others can see them. Too many schools have teachers working in isolation of one another. If the relationships in the school building were more collegial, teachers would know what others are doing and the results they are getting.
     School leaders need to find ways for the shirtless dancing guys to get out there in front of the rest of the staff to proclaim the good that they are doing. Everyone needs to see the innovative practices that others are doing which may help them see the potential of a new strategy. As momentum begins to build for a particular new or different strategy, more teachers may be more inclined to jump on the band wagon if they have others trying something new and different just like the followers in the video. When school leaders tell teachers to try something new without the use of a shirtless dancing guy, teachers may be more reluctant to give the new strategy their full attention.
     There are times when the school leaders must be shirtless dancing guys and model new behaviors and strategies. It may take time for the first follower to jump on board, but once they do the others begin to feel more inclined to dance with the leader. Other times, the school leaders have to be the first followers and start dancing out there with the shirtless dancing guy. They may be a little uncomfortable out there in such a small group, but as other followers begin to dance a movement gains momentum and change begins to take place.