Leadership Platform

In reading "What Makes or Breaks a  Principal", Educational Leadership, Oct. 2009, I came across a section on Becoming a Person Who Values Relationships. I agree with the authors that a person has to have strong convictions before being able to form strong relationships. It is difficult to value a relationship with a person who doesn't seem to be grounded in anything.

Forming relationships is tricky when you're the boss. Fostering teamwork and collaboration is necessary when you have a group of people working toward the same goals. In the schools I work in, our ultimate goal is student achievement. In order to have the staff trust me, they need to know where I am coming from. This article leads me to reflect on the questions: "What are your definitions of power and authority; under what circumstances is their use by a principal justified?"

I think it was at a conference/workshop led by Rick Dufour, that the role of the principal was laid out and discussed by the principals and superintendents attending. I already knew that you could get more done if the people you are working with are on the same page. Dufour says that a school needs to be a learning community, not just for students, but for staffs as well. Just because everyone wants to see students achieve, it doesn't mean that the definitions of achievement and success are the same or that all people believe that all students can achieve.

Where does one begin? With himself or herself. So what is my leadership platform?  My core beliefs and my vision as a person come from a deep faith in God and an upbringing in a Catholic home. We were poor, but we had hope and a vision of a better life. My family had a lot of love to give, but as the oldest, I also had a lot of responsibilities. I grew up learning to negotiate, hold my own in an argument, and protect my view of the world. My father was very strict, but he also listened. My mom's faith kept her going through years of battling Multiple Sclerosis. My sisters and I were in charge of the household from the time we were old enough to make a meal and do the dishes. It was in this environment that I was taught that an education was extremely important and that there is no substitute for a deep faith. Not being afraid of hard work was also an asset. Still is.

Upon reflection, I believe that all students can learn and can achieve if the resources they need are available. I also think that staff can do their jobs well if they are supported. Goals need to be realistic and attainable. And we need to work together to achieve these goals. (No man is an island.) The tension between caring for the children in our schools and getting the work done is the dilemma we face every day. So what do I do? How do I look at leadership?

I begin with the children. They are the reason I have a job. By discerning their needs and providing for them in order for them to achieve, I need to have good help. By having the right staff in the right place, achievement is possible. This takes time, but it is forever in my mind. I also need support. Therefore, I need to keep my superintendent happy. Thank goodness this is easier when I focus on the children's needs and their achievement, because I believe that my boss is on the same page. She will also support me in getting the right staff in the right places.

In order to get all my staff to believe achievement is possible, they need to see it and experience it first hand. And this is what should take up most of my time and budget: response to intervention, classroom research, data collection and professional development for the staff and myself. Instead, I am dealing with behaviours, lack of attendance, apathy, etc. So, I go back to the beginning. What is our vision of our school? Who are our students? What do they need? and how do we make it happen?

My leadership platform is that we need to have a vision and we need to work on it together, based upon common values and beliefs. Therefore, when we get together here at the end of August, we will again review our vision, principles, and set new goals based on what we have already achieved.

My definition of power and authority is based on what I can get done with my staffs and parents, for students. If the students achieve, we are all winners. If the students are achieving, the parents and staff have no choice but to continue working for higher achievement. It is my job to encourage growth and learning in the students, parents, and staff, show them the data and provide time for the sharing of stories and celebration of learning. So, I really am not the boss, but the facilitator and coach for collaboration between students, staff, and community.

Politics

Last January, I wrote a letter to several government officials complaining about the services for students or lack there of in small communities. My letter was filled with concern regarding several issues found in small town schools in the northern rural schools. I received several response letters and my superintendent also responded with, "what's going on?" I should have, at the very least, CC'd her the letter.

I found out that there is a protocol with regards to letter writing if you are a principal of a school or work for the government in any capacity. First, you send the letter to your supervisor, who will give you advice with regards to content, or will address the issues if he or she can. Then the letter is passed on to the deputy minister - you don't send a letter directly to the minister of the portfolio that is directly responsible for your paycheck. I didn't get into too much trouble, but my letters did generate some responses from the ministers to whom I had sent the letters.

One such response, I received just the other day, from the Honorable Gene Zwozdesky. He did apologize for not responding sooner, citing changes in the transition to a new Cabinet on Jan. 15, 2010. Anyway, this letter was actually helpful. It gave me names and phone numbers of people who might be able to help me get more services for the students, including the High Prairie Public Health Office,  the Breakfast for Learning Alberta contact, Meg Irwin, and Alberta Aboriginal Health Coordinator for the Northwest Zone, Bev Moylan.

We do have a Breakfast for Learning Program at our school, offered free every day to every student who wishes to participate. Some years, we are also able to offer hot lunch, one day a week, in a cold winter month, to all students free of charge under this same program. We also are in contact with our local Public Health Office regarding health issues such as body image, H1N1 and lice. We have had presentations to our students involving body image and self esteem. Our own district central office has been able to employ a dietitian or nutritionist that provides each staff member with resources in the areas of health promotion and safety, and active living. We also have First Nations Metis and Inuit (FNMI) coordinators at the division level and in our schools that provide us with advice and help us bring the aboriginal cultural perspective into our classrooms and schools.

I do feel that we have many resources we can use in the prevention of injury, and promotion of healthy living. However, when we are faced with the aftermath of broken homes, poverty, and family violence, it is difficult to get psychologists, social services, aboriginal healers, etc. to come see our students. It is the task of getting support for students and parents who are hurting and feeling isolated, that I find frustrating. That doesn't mean I'm giving up.

Plans for the new school year include involving certified staff in the FNMI coordination at the school level, continuing with our Breakfast for Learning program, maintaining close relationships with local and nearby agencies such as Public Health and Child and Family Services, and Student Health Partnership, and involving the community and parents in our day to day activities and special events. At the school level, we will continue with our reading goal, incorporate a school wide writing program, and begin a review of our discipline procedures. Weekly assemblies will introduce and review expectations, school rules, monthly themes and allow students and staff to recognize each others' talents and to pray together.

On a professional, political note, a new goal this year, for myself is to spend more time connecting with staff, parents and community in order to find local resources for our students. Our school will continue to have a school improvement team. However, involving local community members and parents more, is another goal for the new year. In addition, I will continue to solicit support from government agencies that are responsible in our area for the welfare of children and families. If I feel the need to 'complain' again, I will be using the proper protocol. After all, I have found over the course of last year, that my superintendent is an excellent resource in light of her experiences and vision as educator. In fact, if there is one thing that I should take into this next school year, our superintendent is not only my direct supervisor, but she is also our students', staff's, and schools' biggest fan. Her knowledge of the education system and her enthusiasm for improvement are just a couple of her talents we could use a lot more of in our line of work.

My job as principal will be to supervise, advise, and connect students, staff, parents, and community in the business of education. It might sound simple, but it is anything but. Every year, I look forward to beginning again, with excitement and enthusiasm! I love school!