There is a tendency among educators, at all levels, to surround ourselves with other educators. Clearly, this takes place at work but also in our personal lives as well. We also attend conferences with other educators and it is very likely that our significant other is an educator.
I believe that we should expand our horizons a bit and make a concerted effort to network with business and community leaders outside of our field. In doing so I believe we can reap several benefits. Networking outside our field provides opportunities to promote our programs with members of the business and political community. This might result in internship opportunities for our students. Networking also gives use the opportunity to promote our latest successes in our schools. This might result in donations of supplies and equipment. Networking outside our field also gives us a chance to hear how we are perceived by the general public outside of our nuclear community.
Networking outside of the field of education should seriously be considered when planning your interactions outsides of the school setting.
Friday, January 18, 2013
Wednesday, January 9, 2013
The State of Public Education in America Today - A Link
Happy New Year to you all. As you well know, I've been away from this blog for quite some time and for that I apologize. Getting used to retirement is a job in itself. When you've been used to 10 - 15 hour workdays, filling up your day in retirement is no easy task. Somehow I think I have gotten the hang of it.
While I think of a few thoughts to share with you, I thought you might enjoy reading a 3 part interview series which was conducted during March 2012 and published in the Huffington Post. The topic was the current state of public education in America and suggestions for changes in the future. The interviews were conducted by Dr. Mark Goulston, a well know contributor to the Huffington Post.
The educator who was the subject of these interviews was none other than myself, Dr. Harry Chertok.
So if you are interested, go to the Huffington Post website, and search either my name or Dr. Goulston's name and see what you think. I tried to set up a link to these articles, but with no success.
Anyway, read the articles and let me know what you think.
While I think of a few thoughts to share with you, I thought you might enjoy reading a 3 part interview series which was conducted during March 2012 and published in the Huffington Post. The topic was the current state of public education in America and suggestions for changes in the future. The interviews were conducted by Dr. Mark Goulston, a well know contributor to the Huffington Post.
The educator who was the subject of these interviews was none other than myself, Dr. Harry Chertok.
So if you are interested, go to the Huffington Post website, and search either my name or Dr. Goulston's name and see what you think. I tried to set up a link to these articles, but with no success.
Anyway, read the articles and let me know what you think.
Saturday, May 28, 2011
5 Things They Didn't Teach Me In Principal School
As a recently retired High School Principal, I've had some time to reflect on my career. I've come to the conclusion that there were a few items that my professors in graduate school left out of my preparation to become a principal. Had they included these items, my first couple of years as a principal might have gone a little better. I've selected 5 items that come to mind.
1. Treat School Board Politics like Poison Ivy - Getting involved in School Board politics is a no win situation. It may be very flattering to have a board member ask your opinion. They may even seek out your advice. But sooner or later this will get back to your Superintendent and that won't be good. Remember, your superintendent works at the pleasure of the school board. He or she should be the person that the board member seeks out for educational matters. You never want to be perceived as undercutting your boss. Any interactions between yourself and a board member should be reported to your immediate supervisor as soon as possible.
2. Home Court Advantage - Sooner rather than later your going to have to speak to a surly parent, a difficult student, or a problematic teacher. These meetings will generally take place in your office and here in lies the home court advantage. Think about the last time you were in your doctors office. What items were on the wall? Diplomas and professional certificates of accomplishment. Were there reference books and professional journals? What about a family picture or two? Your office should be a reflection of your accomplishments and successes, both professional and personal. You can be certain that visitors to your office will inspect these items in an effort to size up whom they are dealing with. I have disarmed many a reluctant visitor to my office long before the conversation began.
3. Paperwork, Friend or Foe - With little effort you can drown in paperwork or keep it at a manageable level. To the extent possible paperwork should be handled before or after the regular school day. That way you can concentrate on the instructional activities in school and not be trapped in your office under a pile of paper. Memos and directives from central office should be looked at once and then handed back to your secretary for followup or filing. Your secretary should preview your mail and remove extraneous material. If possible set aside a period of time during your school day to handle correspondence with your secretary. If you are fortuneate enough to have a secretary who takes dictation or the technology to have someone else type up your correspondence, make use of it. Keep a collection of model correspondence. There is little reason to start from scratch every time you have to write a letter of recommendation or a grant proposal.
4. Keep your Parents Association Closer - Parents can be a source of support for your school or a constant thorn in your side. It all depends on how your approach the situation. When I was appointed to head one of the largest high schools in NYC one of the first things I did was to create a small office for my parents association (P.T.A.) adjacent to the main office in the school. It was furnished with a small desk, a few chairs, a telephone and most importantly, a small sign identifying the room as the P.T.A. office. My only requests to my P.T.A. President was that the office be manned as much as possible and that no parent wander through the school without an escort. The changes that occurred was nothing short of a miracle. If I needed to get information out to my community in a hurry, all I had to do was walk down the hall and speak to one of my P.T.A. representatives. If parents new to my community came to visit our school I directed them to the P.T.A. representative who took them on a tour of our school. Students knowing that parents were in the building behaved much better on a daily basis. If we were having difficulty reaching out to one of our families, our P.T.A. helped out.
5. Intrinsic Rewards are Better than Cash - When you think about it, what type of extra incentives do we have as Principals to maximize the performance of our faculty and staff. Given the rigid contracts and union work rules, we really have very little in our arsenal to reward those who have gone the extra mile. Following a very heavy mid week snow storm I arrived at my school after spending several hours in transit. Half of my teachers had called in sick and many others were coming in late. The students that arrived were ushered into the auditorium and cafeteria until we could work out an adequate schedule. As my brave staff continued to arrive I greeted each and everyone of them and thanked them for braving the elements and coming to work. After we got the school day organized I proceeded to create a paper "Snowbird Award" for my staff and hand signed each and every copy. By the end of the day the awards were in the mailboxes of the staff members who had come to work on that snowy day. I heard many positve comments from my staff regarding this recognition of their dedication
1. Treat School Board Politics like Poison Ivy - Getting involved in School Board politics is a no win situation. It may be very flattering to have a board member ask your opinion. They may even seek out your advice. But sooner or later this will get back to your Superintendent and that won't be good. Remember, your superintendent works at the pleasure of the school board. He or she should be the person that the board member seeks out for educational matters. You never want to be perceived as undercutting your boss. Any interactions between yourself and a board member should be reported to your immediate supervisor as soon as possible.
2. Home Court Advantage - Sooner rather than later your going to have to speak to a surly parent, a difficult student, or a problematic teacher. These meetings will generally take place in your office and here in lies the home court advantage. Think about the last time you were in your doctors office. What items were on the wall? Diplomas and professional certificates of accomplishment. Were there reference books and professional journals? What about a family picture or two? Your office should be a reflection of your accomplishments and successes, both professional and personal. You can be certain that visitors to your office will inspect these items in an effort to size up whom they are dealing with. I have disarmed many a reluctant visitor to my office long before the conversation began.
3. Paperwork, Friend or Foe - With little effort you can drown in paperwork or keep it at a manageable level. To the extent possible paperwork should be handled before or after the regular school day. That way you can concentrate on the instructional activities in school and not be trapped in your office under a pile of paper. Memos and directives from central office should be looked at once and then handed back to your secretary for followup or filing. Your secretary should preview your mail and remove extraneous material. If possible set aside a period of time during your school day to handle correspondence with your secretary. If you are fortuneate enough to have a secretary who takes dictation or the technology to have someone else type up your correspondence, make use of it. Keep a collection of model correspondence. There is little reason to start from scratch every time you have to write a letter of recommendation or a grant proposal.
4. Keep your Parents Association Closer - Parents can be a source of support for your school or a constant thorn in your side. It all depends on how your approach the situation. When I was appointed to head one of the largest high schools in NYC one of the first things I did was to create a small office for my parents association (P.T.A.) adjacent to the main office in the school. It was furnished with a small desk, a few chairs, a telephone and most importantly, a small sign identifying the room as the P.T.A. office. My only requests to my P.T.A. President was that the office be manned as much as possible and that no parent wander through the school without an escort. The changes that occurred was nothing short of a miracle. If I needed to get information out to my community in a hurry, all I had to do was walk down the hall and speak to one of my P.T.A. representatives. If parents new to my community came to visit our school I directed them to the P.T.A. representative who took them on a tour of our school. Students knowing that parents were in the building behaved much better on a daily basis. If we were having difficulty reaching out to one of our families, our P.T.A. helped out.
5. Intrinsic Rewards are Better than Cash - When you think about it, what type of extra incentives do we have as Principals to maximize the performance of our faculty and staff. Given the rigid contracts and union work rules, we really have very little in our arsenal to reward those who have gone the extra mile. Following a very heavy mid week snow storm I arrived at my school after spending several hours in transit. Half of my teachers had called in sick and many others were coming in late. The students that arrived were ushered into the auditorium and cafeteria until we could work out an adequate schedule. As my brave staff continued to arrive I greeted each and everyone of them and thanked them for braving the elements and coming to work. After we got the school day organized I proceeded to create a paper "Snowbird Award" for my staff and hand signed each and every copy. By the end of the day the awards were in the mailboxes of the staff members who had come to work on that snowy day. I heard many positve comments from my staff regarding this recognition of their dedication
Tuesday, August 24, 2010
Doing More With Less - Are We Our Own Worst Enemy
Many years ago when I was a novice Assistant Principal in New York City, I attended a city wide meeting prior to the start of another school year. The Deputy Chancellor greeted us and wished us well on the upcoming school year. Once again our school budgets had been cut, our teaching staffs reduced, and our mandates increased. After a collective groan from my collegues, myself included, the Deputy Chancellor commented almost as an after thought, " You know, you guys could be your own worst enemies!"
He went on to explain that every year schools are expected to do more with less resources. Every year somehow we manage to pull a rabbit out of the hat and provide a meaningful education for our students. Sometimes that means that our teachers use their own monies to make up for a lack of supplies and equipment. Sometimes we shuffle monies from one fund to another or put off needed repairs to the infrastructure.
The question arises - do we provide less for our students, when times are tough, in order to make the point with the general public or do we continue to pull rabbits out of the hat?
He went on to explain that every year schools are expected to do more with less resources. Every year somehow we manage to pull a rabbit out of the hat and provide a meaningful education for our students. Sometimes that means that our teachers use their own monies to make up for a lack of supplies and equipment. Sometimes we shuffle monies from one fund to another or put off needed repairs to the infrastructure.
The question arises - do we provide less for our students, when times are tough, in order to make the point with the general public or do we continue to pull rabbits out of the hat?
Wednesday, August 4, 2010
Education - It Ain't What It Used To Be
I have been doing this long enough to see the latest and greatest trends in education come around 2 or 3 times. Always under a different name and always with the same fanfare. It's as if every year the powers that be get amnesia and forget every new trend that has been tried in the past to improve some aspect of the educational process. Enough already!!
Lets concentrate on what we know works. Get the best people possible in front of the classroom. Give them the supplies and equipment they need to get the job done and provide the support and encouragement needed when they try something new.
One of my all time pet peeves is the new directive which arrives on your desk on the first Monday morning in September from Central Office stating the following:
Effective immediately, forget everything you've done in the past regarding instruction and from now on you will apply process "X" to your teaching strategy. It makes no difference whether or not what you've been doing in the classroom for the past 25 years has worked! Just use this latest and greatest way of teaching and you will be successful. Oh yeah, you are on your own to figure out how to apply this new process and or course you evaluation will depend on how well you implement this new directive!!
Once and for all, educating children is not the same as manufacturing widgets. Unlike widgets, children bring a host of different attributes to the table and a "once size fits all" approach to teaching is never, ever, going to work. No matter what new directive is issued, some strategies will work for some children and not for others. It's the role of the professional educator in the classroom to differentiate their strategies so that every child learns in a way that is appropriate for them. More difficult for the teacher, yes, but always more successful for the student.
Lets concentrate on what we know works. Get the best people possible in front of the classroom. Give them the supplies and equipment they need to get the job done and provide the support and encouragement needed when they try something new.
One of my all time pet peeves is the new directive which arrives on your desk on the first Monday morning in September from Central Office stating the following:
Effective immediately, forget everything you've done in the past regarding instruction and from now on you will apply process "X" to your teaching strategy. It makes no difference whether or not what you've been doing in the classroom for the past 25 years has worked! Just use this latest and greatest way of teaching and you will be successful. Oh yeah, you are on your own to figure out how to apply this new process and or course you evaluation will depend on how well you implement this new directive!!
Once and for all, educating children is not the same as manufacturing widgets. Unlike widgets, children bring a host of different attributes to the table and a "once size fits all" approach to teaching is never, ever, going to work. No matter what new directive is issued, some strategies will work for some children and not for others. It's the role of the professional educator in the classroom to differentiate their strategies so that every child learns in a way that is appropriate for them. More difficult for the teacher, yes, but always more successful for the student.
Monday, August 2, 2010
Where have you gone "Joe DiMaggio"
Well, I'm not Joe DiMaggio but I have been M.I.A. from this blog for some time now. The reason is very simple and something that many of you have experienced or will experience in the future. "Burnout" Years ago, as a new administrator I observed many of my senior colleagues experience this phenomenon. Individuals who always had a smile and a joke to share were now moody and short tempered. Administrators who were always present at extra curricular events were now nowhere to be found after the regular school day. Their attendance began to suffer and their attitude changed markedly.
As a neophyte, I couldn't understand how this was possible. Now I know first hand what this experience is like. About 2 years ago I began to notice that my patience with my fellow educators and parents was waining. I would get annoyed at things that I'd hardly noticed in the past. My blood pressure which was already controlled by medication was getting higher and it took me more time to relax once I finally got home. I explained all of these symptoms to my doctor on a regularly scheduled visit and this very learned man offered a simple explanation and solution. He told me I needed "asshole medicine". After my look of surprise I asked for an explanation. He very calmly explained that day after day people with no training in our profession feel an obligation to tell use how to do our job. For many years we are able to deflect these comments but after awhile they take their toll. I was clearly experiencing this condition.
So, after dealing with this situation for the past 2 years, successfully at times, and not so much at others, I have decided that I will retire shortly. As I have told my friends and fellow educators I thought that 35 years of doing anything was enough and it was time for a big change in my life. But don't worry. For those few readers who have enjoyed this blog, I will continue to write articles as I have much to share. Some of which could not be written while I'm still employed.
For the first time since I began Kindergarten as a student, over 50 years ago, I will not arise on the first day of the new school year this fall, eager for the experience to begin all over again. Instead, I will arise at my regular wake up time, look at my alarm clock, and go back to sleep.
Here's wishing each of you an outstanding new school year!
As a neophyte, I couldn't understand how this was possible. Now I know first hand what this experience is like. About 2 years ago I began to notice that my patience with my fellow educators and parents was waining. I would get annoyed at things that I'd hardly noticed in the past. My blood pressure which was already controlled by medication was getting higher and it took me more time to relax once I finally got home. I explained all of these symptoms to my doctor on a regularly scheduled visit and this very learned man offered a simple explanation and solution. He told me I needed "asshole medicine". After my look of surprise I asked for an explanation. He very calmly explained that day after day people with no training in our profession feel an obligation to tell use how to do our job. For many years we are able to deflect these comments but after awhile they take their toll. I was clearly experiencing this condition.
So, after dealing with this situation for the past 2 years, successfully at times, and not so much at others, I have decided that I will retire shortly. As I have told my friends and fellow educators I thought that 35 years of doing anything was enough and it was time for a big change in my life. But don't worry. For those few readers who have enjoyed this blog, I will continue to write articles as I have much to share. Some of which could not be written while I'm still employed.
For the first time since I began Kindergarten as a student, over 50 years ago, I will not arise on the first day of the new school year this fall, eager for the experience to begin all over again. Instead, I will arise at my regular wake up time, look at my alarm clock, and go back to sleep.
Here's wishing each of you an outstanding new school year!
Tuesday, January 13, 2009
In Support of Vocational Education
Let me begin by saying that I am an advocate for a strong Vocational & Technology Education program as part of the overall high school experience. A very good friend of mine just retired from a very successful, 34 year career as a high school Social Studies teacher. He is also a graduate of the equally well respected Brooklyn Vocational and Technical High School. A highly selective, exam only, public high school in New York City.
The ability to excel academically and success in the multitude of vocational and technology courses offered in our schools isn't mutually exclusive! Many of my colleagues make the mistake of looking down their nose at vocational courses as not being of the same rigor as advanced course offerings in science and math. If you've ever tried to fix your own computer, upgrade an electrical panel in your house, or calculate the proper diameter of a waste pipe, you might think otherwise.
For many students, the opportunity to work in the area of technology is rewarding and challenging. Participation in a vocational program in no way means less than participation in a traditional advanced "academic" program. I also think we should end the distinction of academic vs. vocational. If you've ever looked at a computer science or an electrical theory textbook, you'll understand that the distinction is mute.
It is especially important to advocate for technology programs during these times of fiscal restraint. Often times, vocational and technical programs are the first to be cut. This would be a terrible mistake. When you prepare your budget recommendations for next year take a second look at your vocational and technology programs. They are a strong component of the overall school experience and not just ancillary to your core course offerings.
The ability to excel academically and success in the multitude of vocational and technology courses offered in our schools isn't mutually exclusive! Many of my colleagues make the mistake of looking down their nose at vocational courses as not being of the same rigor as advanced course offerings in science and math. If you've ever tried to fix your own computer, upgrade an electrical panel in your house, or calculate the proper diameter of a waste pipe, you might think otherwise.
For many students, the opportunity to work in the area of technology is rewarding and challenging. Participation in a vocational program in no way means less than participation in a traditional advanced "academic" program. I also think we should end the distinction of academic vs. vocational. If you've ever looked at a computer science or an electrical theory textbook, you'll understand that the distinction is mute.
It is especially important to advocate for technology programs during these times of fiscal restraint. Often times, vocational and technical programs are the first to be cut. This would be a terrible mistake. When you prepare your budget recommendations for next year take a second look at your vocational and technology programs. They are a strong component of the overall school experience and not just ancillary to your core course offerings.
Monday, January 12, 2009
Writing a Blog is No Easy Task
As you probably have noticed I haven't updated this site in six months. My only excuse is a lack of focus. I never realized just how much work went into creating a new blog every week. I've developed a whole new level of respect for those writers who must create a well thought out news or human interest piece on a regular basis. It is truly a lot of work.
Every time I thought about writing for this site I came up with a dozen things to do instead. This doesn't bode well for my commitment to the writing process. In the future, I will try and do better.
The Principal Guy
Every time I thought about writing for this site I came up with a dozen things to do instead. This doesn't bode well for my commitment to the writing process. In the future, I will try and do better.
The Principal Guy
Monday, June 23, 2008
See You In September
The singer Brian Hyland popularized the song "See You In September" back in the 60's and the first 2 lines of the song summarize my sentiments exactly... "See you in September. See you, when the summer's through." I enjoyed writing this blog and look forward to continuing my posts after what I'm certain will be a very restful and rewarding vacation.
Best of luck to all my colleagues who are retiring. On behalf of children everywhere, thank you for your support throughout your career. Your contributions cannot be measured but their effects are profound and will impact our society forever. I wish you a very fulfilling retirement. For those of us who are continuing their administrative career, make sure you take a break this summer and recharge your batteries.
Lastly, best of luck to all the new graduates. May your life be full of happiness and success.
Sincerely,
The Principal-guy
Best of luck to all my colleagues who are retiring. On behalf of children everywhere, thank you for your support throughout your career. Your contributions cannot be measured but their effects are profound and will impact our society forever. I wish you a very fulfilling retirement. For those of us who are continuing their administrative career, make sure you take a break this summer and recharge your batteries.
Lastly, best of luck to all the new graduates. May your life be full of happiness and success.
Sincerely,
The Principal-guy
Thursday, June 5, 2008
A Few Words About Micro Managing Your Staff
Let me begin by saying that some of my best friends are Micro Managers. Having said that, I don't understand! I get the part about wanting to ensure that every task that your staff members undertake is done correctly. I also get the part about being in control. But how are your department supervisors and teachers supposed to take ownership of their little kingdoms when they think that you have them under a microscope and are second guessing them at every turn.
Contrary to popular belief, the opposite of micro managing is not anarchy! A senior administrator once told me "Never give any responsibility away that you don't already know inside and out." If you want your staff to buy into your goals for your school then you have to give them the opportunity to take ownership of their work. Being active participants in the decision making process is critical in turning observers into stakeholders. This will only happen when your staff members are given the chance to try out new techniques and learn from their successes and failures. By your remote monitoring of their activity you can hopefully keep the failures to a minimum.
Another point to consider is that we are supposed to be identifying and training future administrators. I don't see how you can do that if you don't give your staff the opportunity to take a leadership role and make some decisions on their own. Just remember that the title Principal is an abbreviation for Principal Teacher. How successful would a teacher be if they did everything for their students and didn't give them a chance to work on their own?
Contrary to popular belief, the opposite of micro managing is not anarchy! A senior administrator once told me "Never give any responsibility away that you don't already know inside and out." If you want your staff to buy into your goals for your school then you have to give them the opportunity to take ownership of their work. Being active participants in the decision making process is critical in turning observers into stakeholders. This will only happen when your staff members are given the chance to try out new techniques and learn from their successes and failures. By your remote monitoring of their activity you can hopefully keep the failures to a minimum.
Another point to consider is that we are supposed to be identifying and training future administrators. I don't see how you can do that if you don't give your staff the opportunity to take a leadership role and make some decisions on their own. Just remember that the title Principal is an abbreviation for Principal Teacher. How successful would a teacher be if they did everything for their students and didn't give them a chance to work on their own?
Wednesday, May 28, 2008
Reflective Practices and the End of Another School Year
As another school year stampedes to a close it would be easy to focus all of our energies on final exams and graduation rates. In many school districts this is the measure by which a school year is deemed to be successful or not. Many of our colleagues gauge their own professional self worth by these various exit measures and to do so would greatly diminish all that had been accomplished during the preceding 9 months.
There's no score that measures all the daily triumphs and personal growth that takes place for our students and staff. There is no percentile rank for the teacher who has gained his / her confidence after successfully teaching a new and challenging course. All the small victories on and off the athletic field doesn't always make it into the record book. The student who volunteered to work on the stage crew and discovered the world of acting may have gained more from that experience than from all the classes in the world. If you've spent even one year working with young people in a school then you know what I mean.
Sure its important that your students pass their exit exams and graduate from your school but there is so much more that goes into determining whether or not your school had a successful year. As we enter the final month of school and you gear up for that last great push, don't loose sight of all that you and your staff have accomplished during the other 9 months.
There's no score that measures all the daily triumphs and personal growth that takes place for our students and staff. There is no percentile rank for the teacher who has gained his / her confidence after successfully teaching a new and challenging course. All the small victories on and off the athletic field doesn't always make it into the record book. The student who volunteered to work on the stage crew and discovered the world of acting may have gained more from that experience than from all the classes in the world. If you've spent even one year working with young people in a school then you know what I mean.
Sure its important that your students pass their exit exams and graduate from your school but there is so much more that goes into determining whether or not your school had a successful year. As we enter the final month of school and you gear up for that last great push, don't loose sight of all that you and your staff have accomplished during the other 9 months.
Wednesday, May 21, 2008
School District Politics Is a No Win Situation
In New York State this past week every school district voted on their respective budgets and the selection of new Board of Education members. A very stressful process in these difficult economic times. What is less stressful, but equally important to a school administrator is the selection of Board of Education members. In a well organized district, the role of the Board of Education is to set policy. Unfortunately, in even the best organized district with the strongest Superintendent, Board Trustees usually want to get involved in the management of the schools in their district. Whatever you do, don't participate in this process.
Although you might view a Board Trustee as a potential benefactor for your school or as a confidential assist in your move up the professional latter, don't get involved. Many school districts have written policies regarding the interaction of Board of Education members and school administration. In some districts this type of communication it is strictly forbidden. In other districts, informational requests made by Board Trustees must be forwarded to the Superintendent's office. Just be careful. Often times, conversations which appear to be innocent between school administrators and Board members are really fact finding missions for the purpose of embarrassing your Superintendent.
Now don't get me wrong. I'm not saying that every time a Board Trustee speaks to you that they are up to no good. But unfortunately it only takes one inadvertent slip of your tongue, or one of your subordinates to make your life miserable. The last thing that you want to be is the ping pong ball between your angry Superintendent and a contentious Board member.
So my advice to you is simple. When you are approached by a Board of Education member, be courteous and respectful and always direct their questions to your Superintendent for a response. This policy may annoy your Board Trustee in the short run and save your professional ass in the long run.
Although you might view a Board Trustee as a potential benefactor for your school or as a confidential assist in your move up the professional latter, don't get involved. Many school districts have written policies regarding the interaction of Board of Education members and school administration. In some districts this type of communication it is strictly forbidden. In other districts, informational requests made by Board Trustees must be forwarded to the Superintendent's office. Just be careful. Often times, conversations which appear to be innocent between school administrators and Board members are really fact finding missions for the purpose of embarrassing your Superintendent.
Now don't get me wrong. I'm not saying that every time a Board Trustee speaks to you that they are up to no good. But unfortunately it only takes one inadvertent slip of your tongue, or one of your subordinates to make your life miserable. The last thing that you want to be is the ping pong ball between your angry Superintendent and a contentious Board member.
So my advice to you is simple. When you are approached by a Board of Education member, be courteous and respectful and always direct their questions to your Superintendent for a response. This policy may annoy your Board Trustee in the short run and save your professional ass in the long run.
Wednesday, May 14, 2008
Mind Numbing Meetings Must End
I just finished attending another mind numbing 2 hour administrative meeting. The purpose of this meeting was to summarize a series of other mind numbing meetings that were held during the course of this school year. This meeting was a huge success and also a colossal waste of time. We reviewed the decisions made at previous meetings and everyone congratulated everyone else for a wonderful collegial job. Before I knew it 2 hours had past and exactly what had I accomplished?
Everything that was discussed in this meeting could have been conveyed via e-mail or a written memo. How many times have you had to attend one of these administrative wastes of time when you could have been in your school working on the instructional program or dare I say it, interacting with students and staff!
I firmly believe that the only way that Central Office types can justify their existence is through these never-ending meetings. I don't know if they don't realize how much time we have to spend out of our school by virtue of these meetings or they just don't care. In my own case I have taken my objection to these meetings one step further. I have never subjected my teachers to unnecessary faculty meetings when I could accomplish the same task through memos. I realize that it is my right to hold these meetings and sometimes they are warranted but most of the time they aren't.
So if any of you Central Office types are listening, minimize the number of administrative meetings we have to attend and let us remain in our schools where we belong.
Everything that was discussed in this meeting could have been conveyed via e-mail or a written memo. How many times have you had to attend one of these administrative wastes of time when you could have been in your school working on the instructional program or dare I say it, interacting with students and staff!
I firmly believe that the only way that Central Office types can justify their existence is through these never-ending meetings. I don't know if they don't realize how much time we have to spend out of our school by virtue of these meetings or they just don't care. In my own case I have taken my objection to these meetings one step further. I have never subjected my teachers to unnecessary faculty meetings when I could accomplish the same task through memos. I realize that it is my right to hold these meetings and sometimes they are warranted but most of the time they aren't.
So if any of you Central Office types are listening, minimize the number of administrative meetings we have to attend and let us remain in our schools where we belong.
Wednesday, May 7, 2008
End of Year Staff Evaluations
Well, it's getting to that time of the year when staff evaluations are due. Have you completed all of your classroom observations yet? Probably not which means that during the next few weeks you will be running around observing your senior, tenured teachers as these are the observations that are usually left for last. I'm certain that many of you are wondering about the value of this annual ritual.
For new teachers it is a time for you to evaluate their performance and make note of any corrective measures which needs to be instituted. In cases where you will be asking for a new teacher's resignation, the observation provides the rationale for your decision not to invite the individual back. It also provides a framework for improvement should the new teacher wish to continue his / her career in another district. It is important to remember that often times it's not that the person is a poor teacher, but instead it's just a bad fit.
While I don't believe that class room observations are the only criteria for evaluating your teaching staff, I do believe that it is one of many measures that should be considered. I'm of the opinion that as Principals, one of our primary responsibilities is to create the best instructional staff possible. Therefore, the decision as to which teachers we retain falls squarely on our shoulders. Whether it means asking an nontenured teacher to resign or beginning the paper trail to remove a tenured teacher, these responsibilities cannot be minimized.
For new teachers it is a time for you to evaluate their performance and make note of any corrective measures which needs to be instituted. In cases where you will be asking for a new teacher's resignation, the observation provides the rationale for your decision not to invite the individual back. It also provides a framework for improvement should the new teacher wish to continue his / her career in another district. It is important to remember that often times it's not that the person is a poor teacher, but instead it's just a bad fit.
While I don't believe that class room observations are the only criteria for evaluating your teaching staff, I do believe that it is one of many measures that should be considered. I'm of the opinion that as Principals, one of our primary responsibilities is to create the best instructional staff possible. Therefore, the decision as to which teachers we retain falls squarely on our shoulders. Whether it means asking an nontenured teacher to resign or beginning the paper trail to remove a tenured teacher, these responsibilities cannot be minimized.
Thursday, May 1, 2008
Reducing Teacher Absences
I just read with great interest an article in this week's "Education Week" (April 30, 2008) entitled "District Experiment With Cutting Down On Teacher Absence" in which several strategies to reduce teacher absence were discussed. An overall strategy mentioned in this article, and one that I have had a great deal of success with deals with the effect of school climate on teacher attendance.
Lets face it, teachers are people too and they have lives outside of their teaching responsibilities. I mention the obvious because some people often forget this fact. It is a given that young teachers with young children will be absent from time to time to care for a sick child. It is equally expected that teachers will get sick or have to deal with personal tragedies during the course of their adult lives. These are not the types of absences that I'm referring to. The discretionary absences of teachers that I feel can be minimized are generally due to mental & physical fatigue and a feeling of not being appreciated by school administration.
The first step is to make certain that both students and staff feel safe in your school. Even if its only a perception, being concerned about your personal safety is draining and redirects energies away from the classroom. You don't want your teachers dragging themselves out at the end of the school day looking like they've just been through a war. You also want to empower your teachers so that they become stake holders in the future of your school. This way when situations arise, it's not the administration's problem, it's everyone's problem.
Inclement weather is a perfect opportunity for you to improve your relationship with your staff and therefore improve teacher attendance in the future. During inclement weather many teachers travel long hours to get to work. In order to limit the stress that this causes make certain that if you provide parking for your staff that the parking lot is clear. Don't reprimand teachers who arrive late. In fact you should greet them when they arrive. Provide a free, beverage i.e. tea, coffee, juice for them in the teachers lounge with your complements. Don't punish the teachers who came to work by piling on extra coverages or cafeteria duty. As Principal it might not be a bad idea for you to cover a few classes yourself. This helps to reinforce the "we" mentality that you are trying to foster. On snowy days I would always issue xeroxed "Snowbird Awards" as my way of thanking my staff for braving the elements to come to work. While they viewed there award as cute, many teachers told me that they appreciated the recognition.
Sometimes, a teacher will ask you if it's o.k. to bring their child to school. While often the answer to this question is dictated by district policy, you as Principal may have some descretion in this area. Your answer may mean the difference between a teachers program being covered by a substitute or the regular class room teacher.
These are just a few suggestion for building staff morale and as a result reducing decretionary absences. Providing a safe environment where teachers feel that they are a valued member of your team will go a long way to improve staff attendance.
Lets face it, teachers are people too and they have lives outside of their teaching responsibilities. I mention the obvious because some people often forget this fact. It is a given that young teachers with young children will be absent from time to time to care for a sick child. It is equally expected that teachers will get sick or have to deal with personal tragedies during the course of their adult lives. These are not the types of absences that I'm referring to. The discretionary absences of teachers that I feel can be minimized are generally due to mental & physical fatigue and a feeling of not being appreciated by school administration.
The first step is to make certain that both students and staff feel safe in your school. Even if its only a perception, being concerned about your personal safety is draining and redirects energies away from the classroom. You don't want your teachers dragging themselves out at the end of the school day looking like they've just been through a war. You also want to empower your teachers so that they become stake holders in the future of your school. This way when situations arise, it's not the administration's problem, it's everyone's problem.
Inclement weather is a perfect opportunity for you to improve your relationship with your staff and therefore improve teacher attendance in the future. During inclement weather many teachers travel long hours to get to work. In order to limit the stress that this causes make certain that if you provide parking for your staff that the parking lot is clear. Don't reprimand teachers who arrive late. In fact you should greet them when they arrive. Provide a free, beverage i.e. tea, coffee, juice for them in the teachers lounge with your complements. Don't punish the teachers who came to work by piling on extra coverages or cafeteria duty. As Principal it might not be a bad idea for you to cover a few classes yourself. This helps to reinforce the "we" mentality that you are trying to foster. On snowy days I would always issue xeroxed "Snowbird Awards" as my way of thanking my staff for braving the elements to come to work. While they viewed there award as cute, many teachers told me that they appreciated the recognition.
Sometimes, a teacher will ask you if it's o.k. to bring their child to school. While often the answer to this question is dictated by district policy, you as Principal may have some descretion in this area. Your answer may mean the difference between a teachers program being covered by a substitute or the regular class room teacher.
These are just a few suggestion for building staff morale and as a result reducing decretionary absences. Providing a safe environment where teachers feel that they are a valued member of your team will go a long way to improve staff attendance.
Monday, April 28, 2008
Vacations Are Good
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!
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!
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.
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