�Called Up to the Majors�
Major Questions:
� How does a new principal coordinate a school�s vision with position responsibilities?
� When students are performing below grade-level, how can they be supported to achieve gains?
Cary assumed his job as principal or Rolling Creek Middle School when his predecessor left after only a single year in the position. As a teacher, Cary had always assumed some leadership tasks within the school: helping to provide research to examine existing programs and investigating new curriculum, as well as being a resource for colleagues in the building. When his predecessor left quickly, fellow teachers suggested that the Superintendent pursue Cary as a replacement. He was interviewed and promoted rapidly, as the school year was to begin in just a few short weeks.
The staff was enthusiastic about Cary�s rise to principal. He had always maintained a strong belief in the potential of all students and in the autonomy of the teacher in pursuing this potential. He started the year buoyed by this support. However, the realities of managing a large staff and student population soon became apparent.
Cary knew that his students were disproportionately poor compared to other schools in the district and the state, and he knew that they needed greater levels of support that other students. He wanted to build the structures necessary for support, but found it difficult amidst the range of things happening within the school.
Patti was the assistant principal, whose primary responsibility was student discipline. She was often buried under a mountain of behavior referrals. Rumors were rampant that she was shredding several �less severe� referrals. This theory held some credence, as many students who were written-up were never called to the office.
Instructionally, there was a new program of supplemental coursework initiated for those students who were operating far below grade level in math and reading classes. This program grew out of teachers� use of instructional software in the context of their �regular� math and language classes. It was initiated based on results of standardized test results that were below the district and state average, in conjunction with teachers� sense that students were not developing the skills that would allow them to thrive in high school. This program allowed those students with the greatest need more time to focus on building core skills, while they could still enjoy the creative and growth benefits of being with their peers. The downside was that the supplemental classes are taught during students� elective periods, so they did not have as many opportunities in areas like the arts, physical fitness and technology.
The range of tasks that were required of him were often overwhelming, so he did not get an opportunity to participate in many classroom activities. He regularly collaborated with others as a teacher, but his schedule did not seem to allow it as a principal. Unfortunately, there were no others in leadership positions who took on this role, either through his encouragement or their own initiative.
Some of Cary�s interactions with staff were awkward as he set out in his position. There were some staff members whose dress was not always professional. Instead of handling these cases on a one-on-one basis, Cary made a blanket announcement via email that any staff members who wore jeans during the week (the primary infraction) would be written up. He provided a similar warning when some young staff members were heard telling students to �shut up.� This was the more serious situation from an instructional perspective. These teachers clearly needed support in maintaining a positive atmosphere in their classrooms, but the email warning only served to alienate them without providing direction that would lead to improvements for them and their students.
Despite these steps, Cary�s general support for faculty input was high. He sought to continue an earlier tradition of shared governance that his predecessor had attempted to dismantle. He even placed a reference to this management structure in the School Improvement Plan for the building, which the school board would receive as an official document indicating the preferred direction of the facility.
Cary had difficulty growing the PTSO attendance beyond its usual 10-12 members who were recruited at the fall open house as active members. In collaboration with Glenda, the school�s counselor, he sent home regular newsletters informing parents of school-wide initiatives and specific efforts that were being made in each grade level.
In direct interaction with students, Cary was always very respectful, even when he had to assume discipline responsibilities on Patti�s days off. He was adept as clearly conveying to students the effects of their behavior choices, both on their learning and on the psyche of other students and teachers. Perhaps because he was so busy, he was quick to expedite students sent to him, typically involving a parent through a phone call or a meeting. He believed it was important to keep an open line of communication among all the players in students� education.
By the end of the year, Cary had some components in place to address his students� needs, but they were tangled in his ongoing efforts to coordinate the volume of activity happening in the school. To seek greater success, he will have to widen his interaction with families to get the buy-in at home that will support learning. In addition, he will need to address the training needs of some staff members and develop a comprehensive system for handling behavior problems. Otherwise, these issues will worsen, stealing time and energy from learning, the primary concern for the students and staff.