We all entered the field of education for various reasons. For some it was the desire to mold and nurture children. For others it was the opportunity to share our love for a particular subject area. However, I must admit that one of the reasons I became an educator was the vacation time There, I said it and I'm glad.
I just returned from an 8 day cruise in the Southern Carribean and I loved every minute of it. Warm sunny days, visits to very colorful friendly islands and a never ending supply of food. Whats not to love? More importantly this trip gave me an opportunity to recharge my educational batteries for the final Spring push - exams, graduation, prom, awards assembly, staff hiring, Spring concert and student schedules. This will translate into numerous 16 hour days and 6 day work weeks.
When I decided to enter the field of education I knew that I wasn't going to be rich although I can finally say that after 30 years I do earn a nice salary and benefits package. The trade-off for me was the extensive vacation time. At the beginning of my career, I like many other educators held several part-time jobs in order to pay the bills so vacations were few and far between. I was also taking Graduate level college courses at nights and during the Summer to advance my career. Now that I'm in a better place financially, I look forward to being able to travel and relax whenever possible.
To our detractors who think Principal and other educators should work longer days with less vacation time I say "try walking a week in our shoes!" See what its like to be responsible for 1000+ students and the supervision of several hundred adults. Not to mention that at any moment 25 parents can be on the telephone requesting your undivided attention. In the corporate world, anyone with this level of responsibility would be making a salary that is twice what we make. So since you don't want to pay us more, then don't complain about our vacation time. In the meantime I will be planning for my next trip which will be to Alaska this summer!
Monday, April 28, 2008
Wednesday, April 16, 2008
It's Not Worth Dying Over
I recently read in my local newspaper that 2 prominent bloggers had died of heart attacks. These fatalities were attributed to their nonstop blogging activity. This brings to mind a medical event that happened to me when I first became a Principal.
I was the newly anointed Principal of a very large, failing inner city high school. The school was violent, in a poor state of repair, with high absence rates for both students and staff, and a very low graduation rate. The Superintendent expected me to turn the place around and I was determined to be successful. For months I put in 12 - 15 hour days and even when I was at home I was thinking about the school. Not uncommon for a type - A personality who couldn't get things done fast enough.
After 5 months of this self imposed pressure I ended up in the hospital with a bleeding ulcer. I was 44 years old at the time and thought I was invincible. I had exercised 4 - 5 times each week, never smoked, drank in moderation and was at an ideal weight. In fact, I had never been a patient in a hospital before! During the 3 days that I lay in that hospital bed I tried to put my professional life in perspective. I wasn't going to change things at my school overnight. It had taken years for the school to get into its current condition and it would probably take years for my new initiatives and programs to make a difference. During an unexpected visit by my superintendent, she reminded me of all the progress I had already made in a relatively short period of time.
After one week I was allowed to return to work, but I did so with a slightly different outlook. I was still going to turn my school around. More students were going to graduate and go on to college. The broken plumbing and leaking windows would still be replaced. What changed for me was the way I was going to approach my job. I tried to limit the number of extended work days. I left the building for lunch everyday even if it was only to walk around the school track once. When I was home I tried to leave my job responsibilities behind and enjoy the company of my family. I also accepted the fact that things were not going to improve at my school overnight.
I've been able to maintain this philosophy for 13 years now. By all accounts I've been a very successful Principal who has supervised very successful schools. I've never experienced another job related medical situation and I remain in excellent health. We all want to excel in our profession whatever that might be. But however you choose to measure your professional success, it's not worth dying over.
I was the newly anointed Principal of a very large, failing inner city high school. The school was violent, in a poor state of repair, with high absence rates for both students and staff, and a very low graduation rate. The Superintendent expected me to turn the place around and I was determined to be successful. For months I put in 12 - 15 hour days and even when I was at home I was thinking about the school. Not uncommon for a type - A personality who couldn't get things done fast enough.
After 5 months of this self imposed pressure I ended up in the hospital with a bleeding ulcer. I was 44 years old at the time and thought I was invincible. I had exercised 4 - 5 times each week, never smoked, drank in moderation and was at an ideal weight. In fact, I had never been a patient in a hospital before! During the 3 days that I lay in that hospital bed I tried to put my professional life in perspective. I wasn't going to change things at my school overnight. It had taken years for the school to get into its current condition and it would probably take years for my new initiatives and programs to make a difference. During an unexpected visit by my superintendent, she reminded me of all the progress I had already made in a relatively short period of time.
After one week I was allowed to return to work, but I did so with a slightly different outlook. I was still going to turn my school around. More students were going to graduate and go on to college. The broken plumbing and leaking windows would still be replaced. What changed for me was the way I was going to approach my job. I tried to limit the number of extended work days. I left the building for lunch everyday even if it was only to walk around the school track once. When I was home I tried to leave my job responsibilities behind and enjoy the company of my family. I also accepted the fact that things were not going to improve at my school overnight.
I've been able to maintain this philosophy for 13 years now. By all accounts I've been a very successful Principal who has supervised very successful schools. I've never experienced another job related medical situation and I remain in excellent health. We all want to excel in our profession whatever that might be. But however you choose to measure your professional success, it's not worth dying over.
Thursday, April 10, 2008
It's Okay Not to Know Everything
Very few people know everything and fortunately even fewer know nothing. The rest of us lie somewhere in between. It would be great if we came to every job with a complete knowledge base but that's not likely. Unfortunately, a great many novice school administrators are under the impression that whenever they are asked a question, no matter what the topic, they are expected to come up with the correct answer immediately. Part of this reaction is ego and part is the misconception that administrators are supposed to know everything.
The late great Country Western singer Johnny Cash once said "know your limitations". This idea is as important in life as it is on the job. School administrators are not born knowing the correct answer to every question they encounter during the course of their work day. It is also important to remember that very few decisions that an administrator makes are a matter of life & death and must be acted upon immediately. So I suggest that you take the time to find out the correct answer.
That's why its very important for novice administrators to develop a support network of senior administrators and other like minded neophytes whom you can seek out to answer your questions. Scheduling regular meetings to discuss ongoing concerns not only helps to build your knowledge base but also helped to reaffirm that prior decisions that you made were correct under the circumstances you were given.
Most importantly, and probably the most difficult aspect of this process is admitting when you made a mistake. Hopefully it won't happen too often, but when it does, act quickly to correct your error. The worst thing that you can do is to stonewall the situation and continue down the wrong path just because you are too proud to admit you were wrong. Contrary to what our current President thinks, you don't get extra credit for being stubborn.
Remember, learning to be a school administrator is as much about growing as a person as it is about learning your craft.
The late great Country Western singer Johnny Cash once said "know your limitations". This idea is as important in life as it is on the job. School administrators are not born knowing the correct answer to every question they encounter during the course of their work day. It is also important to remember that very few decisions that an administrator makes are a matter of life & death and must be acted upon immediately. So I suggest that you take the time to find out the correct answer.
That's why its very important for novice administrators to develop a support network of senior administrators and other like minded neophytes whom you can seek out to answer your questions. Scheduling regular meetings to discuss ongoing concerns not only helps to build your knowledge base but also helped to reaffirm that prior decisions that you made were correct under the circumstances you were given.
Most importantly, and probably the most difficult aspect of this process is admitting when you made a mistake. Hopefully it won't happen too often, but when it does, act quickly to correct your error. The worst thing that you can do is to stonewall the situation and continue down the wrong path just because you are too proud to admit you were wrong. Contrary to what our current President thinks, you don't get extra credit for being stubborn.
Remember, learning to be a school administrator is as much about growing as a person as it is about learning your craft.
Tuesday, April 8, 2008
Home Grown School Leaders
The U.S. Department of Labor, Bureau of Labor Statistics recently indicated that in the next 10 years a large percentage of current school administrators will retire. With this fact looming on the horizon, school districts are beginning to look for future administrators from within their own schools instead of looking outside the district. This brings to mind the conundrum, are leaders born or trained?
In my experience, I would say that its a combination of both. Intelligence, self confidence, an ability to listen to others, good written & oral skills and self direction are some of the basic ingredients of a good leader. There are some leadership skills that can be taught, but the basic instincts have to be present. While not every teacher is interested in school administration, leadership abilities are also an important component of good teaching. It's not difficult to identify teachers who could be future administrators, it just takes a little effort.
Clearly a love for the profession is a must. I have never hired an administrator who was fleeing the classroom. A good relationship with colleagues and a willingness to go the extra mile for the students are important. Once I've observed these traits I usually schedule an informal meeting with the teacher and ask if they have any interest in the area of school administration. If they show an interest I usually look for opportunities in the school organization to place them on a committee or give them some responsibility in planning an event. These trial runs give me the opportunity to see the potential school leader in action.
It's important to note that this process takes place over several years including the additional schooling required for certification as a school administrator. This process also requires the Principal to play a very active role in the training of the neophyte. Regular meetings with the budding administrator and a mentoring arrangement are a requirement for success. Not every teacher who starts the process will be recommended for an administrative post and this point is made clear from the beginning. There are no guarantees.
In my opinion the administrator who is selected in this manner has the greatest chance for success. To begin with they already know the culture and customs of your school. They are aware of who the informal and formal leaders are in your community. They are familiar with your style of leadership and have already decided that they can work well with you. They are knowledgeable of both the long and short range goals for your school and have already been involved in the process by virtue of your mentoring program.
Selecting a new administrator is increasingly becoming a more difficult process. The pool of potential applicants is shrinking. Taking a chance on someone who you may have only met in a series of interviews is difficult at best. Your chances of selecting a successful candidate for your administrative vacancies increase markedly when you have the benefit of selecting, training, and observing the individual over time.
In my experience, I would say that its a combination of both. Intelligence, self confidence, an ability to listen to others, good written & oral skills and self direction are some of the basic ingredients of a good leader. There are some leadership skills that can be taught, but the basic instincts have to be present. While not every teacher is interested in school administration, leadership abilities are also an important component of good teaching. It's not difficult to identify teachers who could be future administrators, it just takes a little effort.
Clearly a love for the profession is a must. I have never hired an administrator who was fleeing the classroom. A good relationship with colleagues and a willingness to go the extra mile for the students are important. Once I've observed these traits I usually schedule an informal meeting with the teacher and ask if they have any interest in the area of school administration. If they show an interest I usually look for opportunities in the school organization to place them on a committee or give them some responsibility in planning an event. These trial runs give me the opportunity to see the potential school leader in action.
It's important to note that this process takes place over several years including the additional schooling required for certification as a school administrator. This process also requires the Principal to play a very active role in the training of the neophyte. Regular meetings with the budding administrator and a mentoring arrangement are a requirement for success. Not every teacher who starts the process will be recommended for an administrative post and this point is made clear from the beginning. There are no guarantees.
In my opinion the administrator who is selected in this manner has the greatest chance for success. To begin with they already know the culture and customs of your school. They are aware of who the informal and formal leaders are in your community. They are familiar with your style of leadership and have already decided that they can work well with you. They are knowledgeable of both the long and short range goals for your school and have already been involved in the process by virtue of your mentoring program.
Selecting a new administrator is increasingly becoming a more difficult process. The pool of potential applicants is shrinking. Taking a chance on someone who you may have only met in a series of interviews is difficult at best. Your chances of selecting a successful candidate for your administrative vacancies increase markedly when you have the benefit of selecting, training, and observing the individual over time.
Monday, April 7, 2008
Dealing With A Reduction In Force
Every year at this time Principals begin the process of planning for the next school term. A major part of this process is determining your staffing needs. When times are good, minor fluctuations in enrollment data will not adversely affect your staffing needs . However, during times of fiscal constraint, which many communities are now facing, the result could be major staffing reductions and thus place the financial and professional lives of many young educators in jeopardy. So the question arises "How do you go about reducing the size of your work force and at the same time maintain a positive school climate?"
To begin with, schools are giant rumor factories where the least little bit of information can be turned into a 3 day melodrama. Therefore, you must try to keep a lid on any incorrect information from getting out to the public. Failure to do so will just heighten the anxiety level of your young teachers and redirect your student bodies attention away from their studies.
While you are waiting for your Superintendent to give you your budget there are several things that you can do. First, make certain that your staffing seniority lists are accurate and up to date. Review with your guidance department the course offering for the next school year to determine the number of classes that you will need to schedule. Keep in mind current staffing ratios and contractual limitations.
At a faculty conference make your staff aware of the general economic climate that you are facing . Try not to be an alarmist and provide realistic information in your discussion. The earlier you are able to share this information with your staff the better prepared they will be for any future news.
If you anticipate budget cuts than be pro-active. Review your operating budget and determine if you have any options to cut supplies or equipment. Look at your extra curricular program and review your offerings. Remember minor adjustments in these areas may allow you to keep a valuable new teacher on your payroll.
When the time comes to notify your teachers of any staff cuts make certain that you carry this out as quickly as possible. There' s nothing worse than being on the bottom of the seniority list and not knowing your future. Bring each teacher who will be terminated into your office and give him/her the bad news in person. Be prepared for an emotional reaction from your teacher. Be as supportive as possible at the time of your meeting and in the future. Make every effort to help your teacher find another job. Contacts with neighboring districts and letters of recommendation are a good start.
Being considerate and humane during this difficult process will go a long way to help these teachers and in the process you will gain support from the rest of your staff during this very difficult time.
To begin with, schools are giant rumor factories where the least little bit of information can be turned into a 3 day melodrama. Therefore, you must try to keep a lid on any incorrect information from getting out to the public. Failure to do so will just heighten the anxiety level of your young teachers and redirect your student bodies attention away from their studies.
While you are waiting for your Superintendent to give you your budget there are several things that you can do. First, make certain that your staffing seniority lists are accurate and up to date. Review with your guidance department the course offering for the next school year to determine the number of classes that you will need to schedule. Keep in mind current staffing ratios and contractual limitations.
At a faculty conference make your staff aware of the general economic climate that you are facing . Try not to be an alarmist and provide realistic information in your discussion. The earlier you are able to share this information with your staff the better prepared they will be for any future news.
If you anticipate budget cuts than be pro-active. Review your operating budget and determine if you have any options to cut supplies or equipment. Look at your extra curricular program and review your offerings. Remember minor adjustments in these areas may allow you to keep a valuable new teacher on your payroll.
When the time comes to notify your teachers of any staff cuts make certain that you carry this out as quickly as possible. There' s nothing worse than being on the bottom of the seniority list and not knowing your future. Bring each teacher who will be terminated into your office and give him/her the bad news in person. Be prepared for an emotional reaction from your teacher. Be as supportive as possible at the time of your meeting and in the future. Make every effort to help your teacher find another job. Contacts with neighboring districts and letters of recommendation are a good start.
Being considerate and humane during this difficult process will go a long way to help these teachers and in the process you will gain support from the rest of your staff during this very difficult time.
Wednesday, April 2, 2008
Community Members As School District Employees
In many suburban and rural communities, the school district is one of the largest employers in the area. As a result, local parents are often employed in your school district as educators, aides, secretaries, food service workers, bus drivers and custodians. This arrangement has several pluses and minuses which are important to note.
When community residents work in your school they have an immediate connection and vested interest in your school's performance. They are able to observe first hand your successful programs and innovations and as a result become goodwill ambassadors to the community. This can be very beneficial around budget time when you are asking for additional funds for new programs. Community based employees are generally reliable and have good attendance records. As I have mentioned in other posts, parents in the school tend to have a calming affect on the students.
On the other hand, having community members employed in your school can also be problematic. If the employee has access to confidential information by virtue of working in the guidance or attendance offices this may present a problem. Confidential information about a student or their family would be available. By working in the Main Office they may become aware of a personal situation regarding a staff member which otherwise would also be confidential. The community based employee may be tempted to give special privileges to their own children or their friends children. Difficulties with the Instruction program or student discipline could quickly become common knowledge.
In my personal experience some of best employees and some of my worst have been members of my school's community. If you are going to employ community members in your school then I suggest that you and your Superintendent formulate a Letter of Professional Standards which would be given to all of your employees each year. This letter would help to delineate how matters of confidentiality and professional decorum should be handled by your staff. This approach might help to cut down on the amount of confidential information that leaks out of your school.
When community residents work in your school they have an immediate connection and vested interest in your school's performance. They are able to observe first hand your successful programs and innovations and as a result become goodwill ambassadors to the community. This can be very beneficial around budget time when you are asking for additional funds for new programs. Community based employees are generally reliable and have good attendance records. As I have mentioned in other posts, parents in the school tend to have a calming affect on the students.
On the other hand, having community members employed in your school can also be problematic. If the employee has access to confidential information by virtue of working in the guidance or attendance offices this may present a problem. Confidential information about a student or their family would be available. By working in the Main Office they may become aware of a personal situation regarding a staff member which otherwise would also be confidential. The community based employee may be tempted to give special privileges to their own children or their friends children. Difficulties with the Instruction program or student discipline could quickly become common knowledge.
In my personal experience some of best employees and some of my worst have been members of my school's community. If you are going to employ community members in your school then I suggest that you and your Superintendent formulate a Letter of Professional Standards which would be given to all of your employees each year. This letter would help to delineate how matters of confidentiality and professional decorum should be handled by your staff. This approach might help to cut down on the amount of confidential information that leaks out of your school.
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