I. Introduction
In an attempt to research the “best practices” and effective behavior of seasoned school principals, our team of Educational Administration students has developed an instrument designed to query a random group of principals regarding their views and actions relative to key areas in their current positions. It is the intent of our group to analyze the research and record commonalities of practice within the selected group of respondents on such topics as instructional leadership, internal and external communication with staff and parents, safety and student management, positive school climate, and opinions relative to effective leadership.II. Respondents
Each group member has selected two current school principals of their choice to interview, as well as a designated mentor from the field of educational administration. In all, a total of 18 professional leaders have been interviewed by our group using the drafted instrument. For the purpose of submitting a diversification of leadership qualities and views to the research analysis, this author has interviewed the following professional leaders:
With an emphasis on identifying the “best practices” and effective behavior of a school principal, the Educational Administration team has prepared, in their opinion, a sound data-gathering instrument designed to seek the advice and opinions of a variety of professional leaders. Following is the drafted instrument, disseminated by categorical topic, and the responses offered by this author’s selected respondents:
“I never really know that I am providing effective leadership. Generally, if teachers appear happy, comfortable in their workplace, compliant with my directions, and pupil scores are decent, I consider my instructional leadership to be effective. My role in student achievement is to make certain my staff has everything they need, such as materials, equipment, knowledge and skills, to be effective teachers. Changes that I have seen over the years are the strong members of my community that I’ve seen enter kindergarten and return as lawyers, business owners, teachers, nurses, members of the military, etc.”
b. Kawryga:“I provide leadership by establishing the goals and objectives of the school and make these expectations for everyone. You may or may not be a curriculum expert, but you need to demand that staff provide a sound program with assessment to decide if you’re meeting goals. It’s your role to acquire all necessary supplies and materials for your teachers to be successful. It’s your role to use observation methods to mentor staff performance and demand excellence. Hire the best available staff and find a way to improve poor staff. Use data analysis to back up performance and evaluation.”
c. Brown:
“Because our test scores were far below the state reference point I have taken a strong position of providing leadership and have provided staff development activities focused on improving student achievement through changes in instructional strategies and using data to drive instruction. I have encouraged a few teachers to retire, fired ineffective, non-tenure teachers, and have hired new, effective teachers. In three years I have seen our faculty grow professionally and change their instruction so as to be more effective and, as a result, student achievement has increased. I write grants to get extra money to provide teachers with resources they need to be successful.”
a. Hudson:“Monthly newsletters (The Altmartian News), monthly parent group meetings, and three parent representatives on my Shared Decision-Making team, morning program. My office door, telephone, and e-mail box are never closed to a parent. I never fail to return a parent’s telephone call. Over 20 years of rapport and trust with the people of the community. It seems to work; I’m still here!”
b. Kawryga:
“ Newsletters, regular report cards, phone calls, e-mails, and student dialogue with parents. Communication can always be improved. The most dangerous is what students tell parents when they get home each evening.”
c. Brown:“I always have an open-door policy, no matter how busy I am. I always make time for parents if they stop in or call. I participate in monthly parent meetings (PTA), and have three parents on my site-base team. I send home informational newsletters t explain state assessments and new initiatives at school. We send home a monthly newsletter (What’s Up With Williamstown?). Parents are recognized for volunteer work at an annual luncheon. Parents are invited to our morning program, and, whenever possible, I collaborate with the community on such activities as guest visits to the local public library, tree planting with town workers, and inviting volunteer firemen in to talk to students about fire safety.”
a. Hudson:“I have a close working relationship with the support people such as the nurse, counselor, and special education staff. I promote an open-door policy. We also have formal meetings among the same 5 people regarding specific students, families, and their needs. With teachers I use grade-level meetings as a means to discuss and monitor student adjustment and progress. We also have an Instructional Support Team (IST) that meets weekly regarding any child nominated by a staff member.”
b. Kawryga:
“Hold regular meetings; ‘Friday Memo’ for weekly information; faculty meetings.”
“I have a close relationship with all of my support staff, and we meet
daily on an informal basis to discuss students and their specific needs.
We have a building instructional support team (ASIST) that meets weekly
to discuss children through a staff referral process. The team seeks ways
to best meet a student’s needs and provides teachers with strategies. Teachers
feel comfortable walking into my office at any time to discuss concerns,
plus I have monthly grade level meetings. Faculty meetings occur twice
a month, and, occasionally I have ‘Hall Meetings’ at the end of the day
when I need to give the entire faculty and staff important information.”
a. Hudson:“My school nurse periodically surveys the building and grounds, especially the playground, for safety issues. My school has a lockout procedure by which all persons entering the building must ‘buzz’ in and report to the office. Community members have become familiar with the process and are comfortable with it. Individual infractions, such as pocketknives, lighters, etc., are handled on an individual basis between the child, the parents, myself, and our school’s Code of Conduct.”
b. Kawryga:
“Maintain supervision as best as possible. Monitor your referrals for weaknesses in your supervisory coverage. Make clear expectations to everyone about what is and isn’t acceptable.”
c. Brown:
“I perform daily ‘walk-throughs’ into classrooms and around the building. Being visible is critical. We have a security system on the building and visitors need to be ‘buzzed’ in. I have a building Health and Safety Committee. I follow the district’s Code of Conduct for discipline.”
a. Hudson:“Our role in teacher negotiations has been very minor in my 20 years here. I abide by the teacher’s contract because I have to and because it’s the right thing to do, but I’m not afraid of the contract, or the union, when it comes to doing the right thing for kids.”
b. Kawryga:
“Make recommendations to the superintendent for future contract language. My role has been to make my building operate as best I can using the contract language to maximize the use of staff, yet not go against labor laws that cause grievances or create poor morale in a school climate.
c. Brown:
“I do not have a role in the negotiations process. If I do not follow the contract, a grievance usually occurs; however, I am very diligent about adhering to contract language and usually avoid grievances."
a. Hudson:
“ I develop the schedule for my school. Teachers are not involved in making the schedule.”
b. Kawryga:
“I am head of the master schedule process. I make all decisions with input from the assistant principal, guidance, and staff. We use SOLSTAR for scheduling purposes.”
c. Brown:
“I ask faculty each May for their ‘wants/needs’ in the master schedule. I arrange the schedule to have a 90-minute ELA block and try to accommodate teacher needs. I am solely responsible for the master schedule in its’ final draft.”
a. Hudson:“Advocating for increased funding is a 3-step process at APW: determine the need for an increase, justify the increase with other district administrators, and be told by the Business Office that there is no money! I allocate funds within my building on an as-needed basis, as opposed to the prevalent ‘equal-share’ practice. Funds are allocated in alignment with my goals for the building.”
b. Kawryga:
“ We are given a budget to use by the district office. The staff is given an opportunity to order what they want based on the amount I give them. The rest comes from Office Supply monies.”
c. Brown:
“Annually, I will identify needs for my building. All administrators meet and share their ‘wish list.’ We prioritize needs based on the available revenue. I also write grants to gain additional revenue for my building, the elementary division, and the district.”
a. Hudson:“ In the span of 20 years, I am proud of many positive changes, such as:
1. Grade level meetings.
2. Instructional Support Team (IST)
3. Shared decision-making team based on Larry Lezotte’s ‘Effective Schools’ work
4. Designing an elementary gifted program
5. Initiating a Microsoft NT network backbone for the district
6. Morning Program and Character Education
A good leader is always changing, but a changing leader can often lose his followers if he/she doesn’t occasionally look behind. Meaningful change is based on two concepts: good knowledge and trust. People need a reason to change and must have confidence in the person asking them to change. Public education usually changes in small, innovative increments by good instructional leaders recognizing breakthroughs in educational research. A good building leader remains actively aware of the newest trends in education and chooses the best ones. It is then a priority to convince teachers which ones to use.”
b. Kawryga:“Addition of staff to cover math needs. My role was to let the superintendent and the BOE know why we needed this and how we’d use it. Change normally happens if you can communicate the vision and facilitate the change needed.”
c. Brown:
According to Mrs. Brown, the positive changes she has been responsible for are as follows:
1. Staff working together as a team“I embrace change and encourage my faculty to continually grow professionally, which usually entails change. I provide faculty with a safe environment to encourage them to take risks. In the three years I have been in my building I have seen staff try new instructional strategies. We have implemented ‘looping’ in grades K and 1, and 3 and 4, and have seen improvements in student’s test scores.”
2. Improved test scores
3. The Pathfinder Award as a result of those improved test scores
4. A positive climate
5. A re-established site-base team
6. An improved morning program
a. Hudson:
“I work hard to create and maintain a professional ‘family’. We care for each other personally and professionally. A staff that cares for each other and are professionally well-adjusted creates a positive climate and enjoyable workplace. This is, however, a fragile environment that needs constant monitoring, adjusting, and manipulation.”
b. Kawryga:
“Lead by example. Accent the positives of your school and publicize good results. Encourage student groups and staff to generate activities that promote school in positive ways.”
c. Brown:
“We work hard together and we also play together. We care about each other. We have social functions during the year. At Morning Program I recognize teachers and staff. I use many motivational strategies during the course of the year.”
Mr. Hudson listed the following traits:
b. Kawryga:
“You need to improve technology skills if you don’t feel competent. You need people-skills due to the fact that everything you do relates to different types of people with varying agendas.”
c. Brown:
Mrs. Brown listed the following traits:
a. Hudson:Mr. Hudson listed the following:
1. Being the first person in the building in the morning and the last person to leave in the afternoon
2. Tell teachers when they are doing something wrong
3. Tell teachers when they are doing something right
4. Learn the names of your pupils
5. Go into classrooms everyday
b. Kawryga:“A principal needs to be flexible. A day doesn’t go by that you get to do what you planned. You need vision; where do you want the organization to go? Always keep this in mind when you make decisions. You need communication in place so everyone knows your expectations of them. You need to stay calm when everything around you is in ‘stormy’ conditions.”
c. Brown:
“I visit classrooms and participate in special activities. I am always on the bus circle in the morning and at the end of the day to greet students and to say goodbye. I know all of the students by name and make a point of encouraging those who are struggling and congratulate their accomplishments. I also think it’s important to provide feedback to teachers on a regular basis. I also address concerns promptly, especially if they have a negative impact on students.”
IV. Analysis and Comparative Summation
As the respondents have made clear their opinions and observations relative to the “best practices” and effective behavior of the school principal and the foundations for ideal educational leadership, a fair and accurate assessment of the respondent’s viewpoints can only be made when judged against current research to determine the accuracy of the effectiveness of the educational leader. While much is written on the subject, this author has chosen to compare the acquired research to data provided by Kathleen Cotton in her work, Principals and Student Achievement: What the Research Says. An attempt will be made to categorically assess Cotton’s data and the statements offered by the respondents to determine the effectiveness of their thoughts, opinions, and actions as they relate to a professional leadership role.Reference:Cotton (2003) states, “A key difference between highly effective and less effective principals is that the former are actively involved in the curricular and instructional life of their schools” (p. 70). Each of the respondents has indicated the importance of providing materials, equipment, and staff development to teachers as a means to increase instructional effectiveness and student achievement.
Cotton (2003) identifies the importance of parental and community involvement in a successful school:
Effective principals interact with parents and the community to communicate their vision for their school, get constituent input, and make certain that the resulting goals are broadly understood. They engage parents and community members as classroom helpers, take meetings to neighborhoods, arrange for teachers to ride school buses in order to meet parent, have schools serve as community centers, and encourage parents to work with their children on instructional activities in the home. (p. 18)
The respondents have demonstrated that they do, in fact, communicate with parents and community members in an effort to achieve a successful school. Hudson and Brown have both suggested an “open-door” policy to their buildings from community members and parents, as well as participatory involvement from this group. Monthly newsletters are common in all buildings, as stated by the respondents, and phone calls and e-mails are prevalent. Kawryga offers an interesting comment, “Communication can always be improved.” Additionally, all respondents maintain an “open-door” policy with their staff to promote positive communication, and all publish and distribute a weekly newsletter to keep their staff informed of building-related information for the upcoming week. Cotton (2003) suggests: “Effective principals not only share information, but they also listen and take the suggestions of staff and constituents seriously, acknowledging that they do not have all the answers” (p. 16).
With a focus on a safe and orderly school environment, Cotton (2003) claims, “the principal’s establishment and maintenance of a safe, orderly school environment has been identified as the most fundamental element of effectiveness” (p. 8). While all three respondents have offered various methods of security for their buildings, Kawryga suggests, “Make clear expectations to everyone about what is and isn’t acceptable.”
Little is offered by Cotton (2003) with regard to contract negotiations, master schedules, and budget issues, and the respondents have similarly replied to all three topics, with minimal variation of practice. The respondents have offered individual accomplishments relative to positive change, and it can be assumed that such change would not be possible without the presence of risk-taking, which Cotton (2003) addresses: “Effective principals take calculated risks to improve their schools and encourage teachers to do the same by being innovative and experimenting in the classroom” (p. 71). Change necessitates cause, and it is apparent from the research and from the given responses that it cannot happen alone, as a single entity. Brown offers, “I embrace change and encourage my faculty to continually grow professionally, which usually entails change.”
Cotton (2003) suggests, “The principal’s contribution to the quality of the school climate is arguably a composite of all the things he or she says or does” (p.14), to which Kawryga offers, “Lead by example.” While Hudson and Brown promote social, as well as professional, interaction with their staff, all three have indicated a need to accentuate the positives derived from their buildings, thus developing a foundation for good school climate.
The respondents have offered individual ideals for acquired skills necessary to become a successful principal. Responses predominately surrounded the concept of “people-skills,” or the ability to be able to communicate, listen, and using an element of compassion when interacting with staff or during the process of decision-making. Effective behaviors identified by the respondents include flexibility, communication, feedback, and developing a vision of where you want to go and what you want to be. Cotton (2003) offers similar traits throughout her work, such as the aforementioned topics, as well as emotional and interpersonal support, symbolic actions, such as identifying birthdays, awards, or other positive achievements, and shared leadership and staff empowerment.
While some may consider coincidence the underlying concept describing the evident parallel between the research and the information provided by the chosen respondents, it is this author’s belief that the selected educational leaders are, in fact, effective leaders in their field. This belief was an assumption changed to reality through the use of the prepared instrument and the weight of quality research placed against the data.
Cotton, Kathleen (2003). Principals and Student Achievement: What the
Research Says. Alexandria, VA: Association for Supervision and Curriculum
Development.