You're the Principal! Now What?

Strategies and Solutions for New School Leaders

Jen Schwanke

• Publisher: ASCD
• Year: 2016
• ISBN:
  9781416622246
• Topic: Education
• Subtopic: Leadership in Education

A principal's job is astonishingly complex, and its competing demands can be overwhelming, especially in the first few years. In this book, Jen Schwanke, a principal herself, provides a mentor's guidance to steer new principals through the period of adjustment and set the foundation for a long and rewarding career. The topics you wish your graduate program had covered are covered here—directly, practically, and without the jargon.

Drawing on her own experience, Schwanke provides strategies for tackling the most common yet most daunting challenges of the principalship, including

• Establishing productive professional relationships
• Building and maintaining a positive school culture
• Resolving conflict among staff and parents
• Providing effective instructional leadership
• Supporting students' social-emotional needs
• Conducting staff evaluations and delivering feedback
• Keeping up with district, state, and federal mandates
• Managing the facility and the budget
• Providing focused and effective professional development
• Prioritizing responsibilities
• Learning from student and schoolwide data
• Planning for growth and change
• Working through behavior and discipline issues
• Hiring high-quality teachers and supporting new ones
• Leading effective meetings
• Maintaining balance

The standalone chapters provide easy access to the solutions you need for the situations you face. Along with real-life scenarios and critical tips for success, you'll find helpful models of what to do, what to say, and how to say it. This book is a source for ideas any time you encounter a problem and think, " Now what?" It's the beginning of an ongoing conversation about the wonderful and rewarding work of being a principal.

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Chapter 1

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Meeting Your Staff, Students, and Parents

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Scenario 1: The Staff Meeting

You have been working as a literacy coach in a large elementary school, in which most of your work has been with 4th and 5th grade teachers. When the principal of your school retires, you decide to apply for the job. Many interviews later, you are named as principal. As you think about your new role, you come to a realization: While the teachers with whom you worked closely know you well, most others know you by name only. How should you present yourself so the school is ready—and able—to accept you as their new leader?

Scenario 2: The Individual Teacher Meeting

You have just gone through a rigorous interview process for a job as the principal of a middle school. There were interviews with a human resources director; a committee composed of parents, students, and staff; a group of other principals in the district; and, finally, the superintendent. Late on Friday afternoon, you receive a call from the superintendent notifying you that the job is yours. Your first principal job! "Well, you've got your work cut out for you," the superintendent says. "This is a tricky building." Excitement quickly turns to anxiety: What does that mean? And where do you begin?

Scenario 3: The Aggressive Parent

After taking over a large high school, you have begun the long process of getting to know the students and their parents. You have just finished your welcoming remarks at the school's annual Open House. You told the attendees a little bit about your experience, your goals as their new principal, and how eager you are to be part of their community. Immediately after you conclude, a parent in the front row seems to bolt toward you. She asks if you have a few moments to talk…now. You can tell by her body language that she is an aggressive parent—one with whom you probably need to build a good relationship. What are the wisest first steps?

When you are hired as a new principal, the buzz throughout the school community will be palpable. Everyone will want to know who you are, what you value, what experience you have, and—above all—what changes you will bring to the school. As with most situations, your initial interaction with your staff and community will set the tone for the future. A positive start will create momentum that will carry you through the year.

The strategies and solutions in this chapter are divided into two parts: those focused on managing initial meetings with your staff and those focused on handling initial interactions with parents and students.

Strategies and Solutions for Meeting Your Staff

It's difficult to know who will be more nervous when you first meet your staff—you or them! In my experience, a tiered, two-step approach is the best bet for introductions. The first step is to meet your entire staff as a group and tell them a bit about yourself as a person and as a leader. The second step is to have short meetings with individual staff members. In an extremely large school, this may be difficult, and you may find it more efficient and effective to meet with departments or teams. Regardless, your goal is to get to know a little bit about each of the teachers in your building.

Step 1: Conduct a Whole-Group Meeting

Once you have been officially named principal of your school, you will need to determine the best time to meet your new staff. It's never a neat process, because there isn't a standard time line in administrator hiring practices. For example, if you are hired in the spring for the upcoming school year, it may not be appropriate to meet your whole staff until months later when they report to start the new school year; similarly, if you are hired in the summer, it may be hard to get your staff together before the start of the year. On the other hand, if you are hired to be a principal in the same building where you are teaching, or for a building within your current district, it may be possible to meet the staff within a few weeks of your official hire date. Consulting with the superintendent may help you determine the best course of action.

In my first year as a principal of an elementary school, it was particularly important that my initial interaction with the staff be a good one. The situation was unconventional: midway through the school year, the current principal had unexpectedly retired, and the superintendent needed someone to step up and fill in for the remainder of the year. He pulled me from the role I held as an assistant principal in a middle school and named me interim principal. He said he hoped I would eventually be named the official principal, but he made it clear that I would have to earn it: "We are still going to post the position, and you will interview like everyone else. The hiring committee will decide who will be the official principal for next year."

He went on to tell me about the staff. "They are in a difficult position," he explained. "Their current principal was often unkind and handled the teachers in a punitive manner. There is very little trust between him and the staff. Worse, there is a culture in which a small group was 'in' with the principal, while the others felt undervalued and mistreated." He summed it up with his trademark frankness: "The school culture is awful."

With an opening like that, I was quite anxious the day I first met the staff. I walked in with the superintendent, and we headed into the library where the staff had been called to assemble. After a brief introduction, the superintendent turned to me. "Why don't you tell them a bit about yourself?" Sixty pairs of eyes stared at me, wary and suspicious. I tried to relax.

I began by telling them about my qualifications and experience. I told them a bit about my family, my leadership experiences, and my hopes and goals for my future as a leader. I even talked about my weaknesses. "I'll be learning from you," I told them. "It's no secret that I have no elementary experience, so I'll be asking a lot of questions. But I hope you'll find that I am a good listener and a quick learner." I finished by assuring them, "I am here to lead you, not micromanage or make any big unnecessary changes. I want my work to support your work. With that approach, I think we can make this school into a pretty special place."

Although I am sure the staff was still a bit cautious, I felt a sense of calm settle over the room. The message that I didn't intend to make sweeping, reckless changes was what they needed to hear in order to step back a little and give me a chance.

From the perspective of a school staff, the first exposure to a new principal is a reasonable occasion for anxiety and worry, even when there is not an existing culture of doubt or distrust. Members of a staff want to know what their future holds—and they know your leadership will affect the future environment of their school. There are several things you can do to make the first interaction a success.

Be yourself. Don't change your personality or your leadership style to fit a vision of how you feel your first meeting should go. Think about the skills you bring to the position, and showcase them for the staff. If you're the calm, serious type, be calm and serious. If you are good-humored and casual, be so. You were hired to be the building's principal because of who you are—so make it your business to be the best possible "you."

Outline a verbal résumé. Give the staff a picture of your journey to this principalship. Where did you go to school, and what degrees do you hold? Where and what did you teach? What led you to administration? Outlining your credentials shows the staff why you are qualified to lead them.

Don't be afraid to get a little personal. Tell the staff who you are outside of your work—tell them about your family, your children, your hobbies, and your interests. Creating a richer profile of yourself that goes beyond your résumé will let the staff see you as more than just their new boss, and it will give them some insight into what you value. It will also help create a foundation from which you can build later, when you make a personal connection with each staff member in individual meetings.

Share your goals. What do you hope to get out of your time in this school? In what ways do you hope to effect change and growth? Talk briefly about your general goals and vision for your time as their leader.

Have some fun. If it fits your personality, don't be afraid to introduce yourself to a staff in a lighthearted, interactive way so as to ease any tension or worry the staff may carry. In the past, I have known new principals to play games with facts about the principal—Three Truths and a Lie, Bingo, Jeopardy, and other guessing games. This will present you as someone who is creative, fun, and willing to add laughter to otherwise tense situations. However, as noted above, it's most important to be yourself. If you are naturally serious and businesslike, be so—just don't take yourself too seriously. Your staff will want to know that you have the ability to relax and find enjoyment in your work.

Avoid making promises you can't keep. I once told a staff I hoped I'd be there "as long as you'll have me." Just four years later, though, I was asked to transfer to another school. Many staff felt betrayed and abandoned, and several even quoted my words from that first meeting. The lesson to remember here is that if you make promises about your plans, you'll be held to those promises.

Wrap up the meeting by welcoming questions. When you have finished speaking about yourself, ask, "Is there anything you'd like to know about me—as a person, as an educator, or as a leader?" Give your staff time to think—as every educator knows, wait time is important—and then address any questions they have.

A few notes here. If you are asked something for which you have no answer, it is best to simply be honest. Responding with, "I am not sure about that, but I will find out and get back to you" communicates not only that you can admit when you don't know something, but also that you are willing to seek answers and share what you've learned. Make a note of questions like this right after the meeting, when your memory is fresh, and be sure you follow through. Further, if you are asked something about a decision you have not yet had time to make, explain that you are still considering all the details. It is perfectly legitimate and fair to say, "Until I have more information, I'm not comfortable answering just yet. I'll make sure to keep you updated."

End the meeting in a timely manner. Your first meeting with your staff should not be a long one for several reasons. First, there is not a staff anywhere that enjoys long meetings. Second, this initial meeting is an opportunity to show your commitment to honoring their time—and demonstrate your ability to run an efficient meeting. Last, the staff will need time to think about what you've said to them, to process it with one another, and to generate more questions they would like to ask you.

Explain the next step. As you wrap up the meeting, finish by telling them you will reach out to them to set up individual meetings in the next several weeks; then, thank them for their time and wish them a good day.

Step 2: Conduct Individual Meetings

An individual meeting with a staff member will tell you a lot about each person, but it will also expand your understanding of the school in general. You will discover who your leaders are, who brings a positive—or negative—attitude to your school, and what personalities may work well together. Best of all, these meetings will help you piece together the history and culture of your school. In that sense, these meetings are really a unique combination of a jigsaw puzzle and a history book. The staff will have a lot to tell you about what has happened with previous leadership, the nature of the school's culture, and what the staff values as a whole. When you put all the pieces together, you'll get a clearer picture of how to begin as the school's next leader.

Find a meeting place that will put staff at ease. Individual meetings with staff members should take place in a comfortable and nonthreatening environment. If your office has a table where you and the staff member can sit across from one another, use that; if not, meet in a conference room or in a lounge area. I find it is best to avoid sitting at my desk with a staff member across from me; the desk serves as a formidable barrier between me and the teacher and can make the teacher feel he or she is "in trouble." After all, no one likes to sit on the other side of a principal's desk, including—or even especially—adults.

Show as much flexibility as possible—without overscheduling yourself. E-mail the staff and offer them several choices for a time to meet with you. Ask them to get back to you—or, in the case of a large staff, get back to your secretary—with a time slot that would work for them. Depending on the size of your staff, you may need to block out several days for these meetings. I find that a 15- to 20-minute meeting is usually sufficient. Remember, though, that after a while, these individual meetings will begin to run together and feel more like a nagging chore than a genuine, authentic, and personal way to connect with your staff. I find that any more than five or six in a day will turn an exciting opportunity into an arduous task.

Focus on getting to know one another. After I welcome a staff member with a handshake and a smile, I like to sit down together and begin with a statement of appreciation, such as, "Thank you so much for taking the time to come in today. I have been looking forward to talking with you!" Then, I ask questions to get the staff member to open up a bit. The following questions may serve as a guide.

• Tell me about your role here at the school. Walk me through a typical day in your shoes.
• What other roles have you held before—at this school or in previous schools?
• What other jobs have you held outside of education?
• What brought you to education?
• Tell me about your family, friends, pets—whoever supports you in your life.
• What do you like about this job? What do you dislike?
• What do you think is your biggest challenge on a day-to-day basis?
• Tell me about this school. What are your favorite parts? What do you wish would go away?
• Did you feel good about previ...

Table of contents

• Cover
• Title Page
• Table of Contents
• Acknowledgments
• Preface
• Chapter 1. Meeting Your Staff, Students, and Parents
• Chapter 2. Building and Maintaining a Positive School Culture
• Chapter 3. Establishing Good Habits for Balancing Priorities
• Chapter 4. Providing Effective Instructional Leadership
• Chapter 5. Conducting Staff Evaluations and Delivering Feedback
• Chapter 6. Providing Focused and Budget-Friendly Professional Development
• Chapter 7. Approaching Student and Schoolwide Data
• Chapter 8. Supporting the Social-Emotional Needs of All Learners
• Chapter 9. Working Through Behavior and Discipline Issues
• Chapter 10. Managing Adult Conflicts: Parents
• Chapter 11. Managing Adult Conflicts: Parents and Staff
• Chapter 12. Leading Effective Meetings
• Chapter 13. Keeping Up with District, State, and Federal Mandates
• Chapter 14. Managing Your Facility
• Chapter 15. Managing Your Budget
• Chapter 16. Planning for Growth and Change
• Chapter 17. Hiring Quality Teachers and Supporting New Ones
• Chapter 18. Maintaining Balance
• Concluding Thoughts
• Study Guide
• Related ASCD Resources
• About the Author
• Copyright