The"Popular 8th Grader" as Principal

Popular 8th Grader as Principal by Penelope Swenson is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.

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Years ago, I was an assistant principal of a junior high school. Most kids liked me. They often asked me to join in games at lunch or talk with them as I moved about the campus. When I entered a classroom, however, the kids were quiet, waiting for the sign. Was I there to nab a culprit? Did I have an announcement? When I whispered to the teacher, “Just stopping by,” the students ceased to pay attention to me. I was part of the school milieu, but in their classroom, the teacher was in charge. Most of the kids knew me as an adult who cared about them, yet they did not mistake me for their peer.

Increasingly, we are seeing what one highly regarded secondary teacher I know calls “the popular 8th grader” as principal or assistant principal. When he or she enters the classroom, there are call outs of “Hey Ms. J” and “Yo Mr. Jerry” instead of quiet. This type of administrator responds approvingly to the calls from the students. The teacher’s lesson is disrupted and difficult to get back on track.

When a student is sent to the office of Ms. J or Mr. Jerry by a teacher using the referral process, the discipline often is limited to “Hey, you know Ms. Adams is uptight. Just stay out of her way.” The student is sent back to class it is as if nothing happened, because no discipline did happen. The student knows Ms. Adams is not respected by Mr. Jerry. Ms. Adams, who had already given that student three short classroom detentions for his disruptive burping, inappropriate classroom language, and acting out, also knows she is not respected by Mr. Jerry.

Opportunities are lost. Mr. Jerry (or the equal opportunity Ms. J) may even mention how teachers should be friends with their students. Mr. Jerry prides himself on being ‘buds’ with the kids. A gulf is established with the teachers as they know they are frequently seen as the problem, not a major part of the solution. (Sure, there are poor teachers and inexperienced teachers. There are even teachers who may be “the” problem. BUT, teachers are the greatest resource in the school for improving student learning. They must be a huge part of any solution in school improvement.)

A recent conversation with a highly successful principal of what many would classify as a large, difficult secondary school, the principal noted, “I’m there for the kids, but I’m not their friend or peer. That is not what they need. They can count on me to do what is best for them, yet they know I am an adult, not their buddy.” She went on to say she worries about those buddy principals as they are not fulfilling their responsibilities to the students, faculty, and parents.

A young teacher with one of the buddy duos of principal and assistant principal was told he must keep a student in his classroom who repeatedly had made threats toward him and others in the class. There was no disciplinary action taken, other than the student telling the AP that she would be good. The student was in the office because she used the word “kill” and derogatory language, both in graffiti and verbally, toward the teacher on multiple occasions, yet she did not even need to apologize to that teacher. When she reentered his classroom after her office visit, she smirked and showed no concern about “being good” as she started immediately to make inappropriate comments.

In this case, the teacher did not feel supported and he did not feel safe. He noted that few students felt safe, particularly those who had tried to help and even protect him. He questioned how he could teach his large classes without a sense of safety for himself and his students. Ultimately, he quit.

If the situation in the earlier paragraphs were just one teacher having such an issue, we might look at the teacher as the problem. In that same school, however, numerous teachers reflected that they had similar problems and no support. One said she would quit if she were not the sole support of her family. None of those teachers believed there was any administrator with whom they could speak about the problems they faced.

This is not a difficulty with only that school. Similar stories are being told throughout California and across the nation. In an article from the American School Board Journal (Alford, 2008), a survey reports teachers are most concerned about Leadership, empowerment, facilities and resources, time, and professional development. The author notes there is a substantial gap between the administrators and teachers when reviewing critical aspects of the work environment:

• 97% of principals agreed that leadership was an issue being adequately addressed; only 57% of teachers agreed.
• 97% of principals felt that teachers were being empowered; only 57% of teachers agreed.
• 96% of principals believed that teachers were involved in decision making; 51% of teachers agreed (Alford, 2008).

Alford gives the results of another survey wherein 74% of the teachers believed they could not speak freely without fear of repercussions. Poor leadership negates teamwork. Poor leadership condemns the students to mediocrity or worse.

There are many surveys of what teachers, parents, and communities want in principals. None of them offer “the popular 8th grader” as principal or assistant principal as a solution to school problems.

In an article on MiddleWeb.com, Anne Jolly, who has worked with many middle grades principals, writes:

Without considering restrainers on principals in terms of time, funding, office staff, central office expectations, etc., I'd start the list with these four characteristics:

Real Principals. . .
Value their teachers as competent professionals. They avoid paternalism. They listen to their teachers. In their schools, the responsibilities they assign teachers reflect teacher's professional status and their primary mission of facilitating student learning.

Value their teachers as leaders. They avoid "cosmetic empowerment." When they ask teachers for input, they actually use that input to make real changes. Real principals give their teachers business cards. They encourage teachers to explore their own areas of strength as leaders, whether they prefer to be community leaders, school leaders, classroom leaders, or all three. They encourage their teachers to take risks without fear of penalty for failure.

Value themselves as the professional leaders they are. They avoid being "rule-driven." They deal consistently and fairly with students, parents, and teachers. They understand that real principals make mistakes, and they are honest with themselves about their strengths about areas for improvement.

Real principals turn their schools into learning communities. They believe that each individual in the school - staff or student - can achieve great things, and they expect no less (Jolly, n.d.).

In these times, just as in the past, we need principals who are persons of integrity, who respect and value the teachers, the staff, the students, and the parents. When school improvement happens, it is not on the shoulders of the principal alone. Those “popular 8th graders” as principals are ones who lose great faculty to other schools and who develop schools with rifts and divisions at a time when all need to be working together for the students.

Anne Jolly’s words echo loudly as we ponder how to improve our schools.

Resources:

Alford, D. (2008, September). What do teachers want? American School Board Journal.

DuFour, R. (2002). Beyond instructional leadership : The learning-centered principal. Educational Leadership, 58(8), 12-15.

Jolly, A. (2008). Team to Teach: A Facilitator's guide to professional learning teams. National Staff Development Council.

Occupational Outlook Handbook (2008-09). Education Administrators. United States Bureau of Labor Statistics. Retrieved April 10, 2009 from http://www.bls.gov/oco/ocos007.htm .

Websites:

All Things PLC http://www.allthingsplc.org/ (This is a huge resource. Check the reference list.)

What makes a good middle grades principal http://www.middleweb.com/MWLISTCONT/MSLprincipals.html

Allensworth-Stories pictures tell

Looking for data

Hi, I'm looking for a current comparison of days in school for various nations. If you have a source, please share. Here is what I have thus far, but the current numbers may not all be accurate.

The 1990 numbers are from an article in the Atlantic Monthly. It is found at http://www.theatlantic.com/politics/educatio/barr2f.htm

Thanks for checking.

School year length

Nation 1990

Japan 243

Germany 266-240 (West)

South Korea 220

Israel 216

Luxembourg 216

Soviet Union 211

Netherlands 200

Scotland 200

Thailand 200

Hong Kong 195

England/Wales 192

Hungary 192

Switzerland 191

Finland 190

New Zealand 190

Nigeria 190

British Columbia 185

France 185

Ontario 185

Ireland 184

New Brunswick 182

Quebec 180

Spain 180

Sweden 180

United States 180

French Belgium 175

Flemish Belgium 160

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(recent below)

Brazil 200 minimum req

Canada 190 min

Philippines 200 min

South Africa 200

Scotland 190 min

Japan 240

Ethical Decision Making for Educational Leaders

Ethical decision making by Penelope Swenson is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.

After my last post, I've been contacted by individuals who share my concerns about decisions to non-reelect. I have heard numerous stories of abuse of the non-reelect provision and some where it was appropriately used. As one deeply interested in ethics, I began to ponder ethical decision making.

How do educational leaders make decisions? Educational administrators need clarity with their decision making process. And they need that clarity before they make their decisions. Of course, similar processes apply to all of us.

In reflecting on decision making, one of the first considerations that strikes me is to take one's ego and fold it small enough to fit in one's back pocket. Then the leader should take that folded ego, put it in that back pocket and sit down. Getting one's ego out of the way often is a great help in gaining clarity.

While a principal, I was the evaluator for a new, young, highly talented teacher. He was enthusiastic, innovative, and related well to students. BUT he seemed to always be pushing the envelope. He wanted more than his share of the budget. He railed at any oversight. He questioned, questioned, questioned. He was a pain for an administrator and he did not seem to like me. Did he deserve the position? As a probationary teacher, he could have been gone at the end of the first or second year. Ego in the back pocket, I saw a gifted individual who had a great future as a teacher.

As he learned how schools had to work, he would become less abrasive--or I hoped he would. With a focus on the positives and a bit of encouragement to become a team player, the observations and evaluations of this young teacher clearly indicated his value to the students and our school. Watching him teach, it seemed he was born to be a teacher. Seeing him move to permanent status from probationary teacher was about what was best for students and the school, not about egos.

The framework for making decisions written about by staff of Markkula Center for Applied Ethics at Santa Clara University is worthy of consideration by every person who serves in leadership, whether as teacher, administrator, or other personnel. See this framework and other documents at: http://www.scu.edu/ethics/practicing/decision/

Other useful documents and books on ethics in educational administration decision making include:

Beck, L. G. & Murphy, J. (1993). Preparing ethical leaders: Overviewing current efforts and analyzing forces that have shaped them. Paper presented at the Annual Meeting of the University Council for Educational Administration (UCEA), Houston, TX. (ERIC Document Reproduction Service No. ED364 936).

Begley, P. (Ed.). (1999). Values and educational leadership. Albany, New York: State University of New York Press.

Fulenwider, T. J. (2007). The application of ethical principals in decision making between beginning, intermediate, and journeyman educational administrators. Unpublished doctoral dissertation, the University of the Pacific, Stockton, California.

Johnson, C. (2005). Meeting the ethical challenges of leadership (2nd. Ed.). Thousand Oaks, CA: Sage Publications.

Rebore, R. (2001). The ethics of educational leadership. Upper Saddle River, NJ: Prentice-Hall, Inc.

Sergiovanni, T. J. (1992). Moral leadership: Getting to the heart of school improvement. San Francisco, CA: Jossey Bass.

Shapiro, J. & Gross S. (2008). Ethical educational leadership in turbulent times: (Re)solving moral dilemmas. New York: Lawrence Erlbaum Associates.

Starratt, R. J. (2004). Ethical leadership. San Francisco, CA: Jossey Bass.

Starratt, R. J. (1999). Moral dimensions in leadership. In Begley, P. & Leonard P. (Eds.), The values of educational administration (pp. 22-35). New York: Falmer/Garland.

Reflections on ethics and teacher reviews

blog by Penelope Swenson is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License.

March 15 looms large in districts across California
I teach a course for prospective school administrators called Supervision of Instruction. The subtitle or tag line is "for the purpose of improving student learning." The principal can be key to the improvement of student learning, yet many miss that great opportunity. NCLB and other factors seem to have encouraged some principals to be less involved in improving student learning though supporting teachers and more focused on moving probationary teachers out to try another "flavor."

California has an interesting process and March 15 looms large. Probationary teachers, i.e. those in the first two years, may be Non-Reelected if there is not a "fit" with the school or district. The administrator is exempt from demonstrating any reason. He or she can recommend a Non-Reelect without having followed the association contract, without having provided assistance, without even stepping into the classroom! There is no recourse for the Non-Reelected teacher. There are no safeguards, no due process. Compounding this is virtually all California teacher applications require a candidate answer this question: "Have you ever been non-reelected?" While the Non-Reelect initially was to be like a no-fault divorce, it has become tantamount to dismissal for cause, any cause, without having to state the cause, provide opportunity for remediation, or offer a means for the teacher to present any information or evidence.

Having been a high school principal, I know that if I had suspended a kid without any due process, I would have been in deep trouble. Our system is built on due process, regardless of whether one is popular, of the correct background, or has deep pockets. Yet, in this situation, an individual's ability to seek another position is damaged and the reason may never be known. Assumptions are made that the Non-Reelected is not worthy to be a teacher, yet, in truth, it may be that the administrator had other motives. Sometimes there are conflicts of style certainly. Sometimes there are personal issues. Sometimes there are real reasons that the individual should not be a teacher. Regardless, the Governing Boards of districts generally are simply given a list of names in a closed session and they are not presented with evidence. As noted earlier, there is no due process, despite the implications of the decision. Boards usually simply go along with the lists presented and the motion to Non-Reelect is made and passed when they have returned to open session.

Non-Reelection carries with it a stigma, even when there is ample evidence that the individual is a solid teacher. "Graciously" most districts offer the soon to be Non-Reelected the opportunity to resign so they can save or salvage their reputations. (Of course that means the district does not have these people collecting unemployment benefits, thus saving on the portion the district needs to pay into that system.)

A situation recently occurred in a California district where several teachers, in one school, were pressured to resign or face Non-Reelection. The pressure began in October and six resigned at various times between October and March. Eventually both the principal and assistant principal were given notice and reassigned, but the damage to the six remains.

Lest a reader think I am soft and ready to keep poor teachers, as an administrator I fired two teachers, going through the whole show cause process. I too want the best. But, I want an ethical system.

A few nights ago I asked students in the Supervision course how they approach putting an F grade on the progress report and, ultimately, the report card. Their responses were quick. "I wonder what I could do or could have done." "A piece of me asks if I failed the student." "I look in a mirror and reflect on how I tried to help." My suggestion to them was that they, when holding the Non-Reelection power, hold up that mirror. One student quickly said, "it's the right thing."

Yes, it is the right thing. California principals who are engaged in "Supervision of Instruction for the purpose of improving student learning" have about a year and a half to support, encourage, and shape teachers before applying the Non-Reelect provision. Is there any aspect of running a school that is more important to the success of students and the school generally than "Supervision of Instruction for the purpose of improving student learning?"

What options are available to principals who think they may have a teacher who could be good, but the placement is not right, or who need more "seasoning?" After the first year, see if there is another setting within the district that might work better. If that is determined, sit down with the teacher, other administrator (if a different school) and discuss the possibilities and frankly the reasons for making such a change. Recommend specific professional development and follow through! Do all that is possible to assist the teacher in mitigating any problems--many districts have support providers, specialists, and helpful Professional Learning Communities. CTA regional representatives have, occasionally, negotiated a third year of probation within a district for an individual.

Financial woes are huge in California's schools. Some districts see the Non-Reelection as a way to reduce teachers without the paperwork and hassle of the Reduction in Force (RIF) process. Most of the legal services ask their districts not to use that hammer, but we cannot count on legal services to provide our ethical compasses. Shapiro and Stefkovich have a fine chart on the cover of their book on Ethical Leadership and Decision Making. Dilemmas are complex. Lives of children and youths are involved as education is a large part of their days and years. The lives of teachers and their families are involved. There are standards and professional codes, community ethics, personal ethics, and the best interests of the students. These decisions are not about power; they are about what is best and right.

I remember making a decision that was not what I wanted to do emotionally. I did not like the individual's style, but he could engage the students and I had to admit that if I worked with him and encouraged him, he could become a very solid teacher. He grew and so did I.

What do I suggest? Immediately that every administrator act within an ethical framework, setting aside personal likes and dislikes, and look at teachers as the greatest resource for improving student learning that he or she has. Teamwork and collegiality, a climate of mutual support and respect does give dividends. Professional learning communities, if the product of support and respect, are helpful in improving school climate and increasing student learning.

Over the longer term, I believe the Non-Reelect provision must be overhauled. If it has the connotation of a negative on one's career, the purpose has been sullied. The old three year probation with dismissal for cause, with the causal requirement less stringent than the provision for permanent teachers, was better, although not easier for principals. Due process is part of our birthright, our expectation.

Below are some websites with information about the process. Also some of the pertinent California Ed Code sections are printed. (CTA does not have a website for Non-Reelection as the options are, essentially, all with the districts since there is no due process obligation.)

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California Education Code 44929.21(b) Every employee of a school district of any type or class having an average daily attendance of 250 or more who, after having been employed by the district for two complete consecutive school years in a position or positions requiring certification qualifications, is reelected for the next succeeding school year to a position requiring certification qualifications shall, at the commencement of the succeeding school year be classified as and become a permanent employee of the district.
The governing board shall notify the employee, on or before March 15 of the employee's second complete consecutive school year of employment by the district in a position or positions requiring certification qualifications, of the decision to reelect or not reelect the employee for the next succeeding school year to the position. In the event that the governing board does not give notice pursuant to this section on or before March 15, the employee shall be deemed reelected for the next succeeding school year.
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http://cper.berkeley.edu/pocketguide/K12_corrections07.pdf Pocket guide to dismissals, etc.

http://www.schoolslegalservice.org/stories/storyReader$68 Schools Legal public Client Handbook. More if member.

http://www.lozanosmith.com/briefs/pdf/CNB132007.pdf Another legal group for districts comments.

http://www.kern.org/fcmat/library/bargain.html '90s decision of State Supreme Court on Non-Reelect and contracts.

http://www.pvandf.com/pubs/govlaw/govlaw_6.html?section=9 Interesting case where RIF became Non-reelect.

VoiceThread.com is a great resource for teachers. This was my first VoiceThread. My goal was to get it up in less than an hour. I learned from my first effort and now I know how to gauge the mic levels and pace myself, plus I understand I need a script!


Post up to three VoiceThreads for free. Accounts for more start at $60. Easy to do.

Keeping up with technology and the ideas about using tech in learning and teaching could be a full time job. So many fascinating developments, yet, technology is not THE answer to all the questions regarding teaching and learning. Many insights come from diverse areas and these insights, when built upon, can help us bring vibrance to the entire process. A fascinating view on teaching may be found in an interview with Michael Wesch of Kansas State University.
http://vodpod.com/watch/1206819-who-is-who-interview-with-mike-wesch
While Wesch's style and his work is with large groups, his message is worthy of pondering.

Post lesson plans; find plans?

This is a new site and it welcomes the use of Creative Commons so posters protect their rights to materials. Check it out at http://www.clivir.com/ . I really like the clean design. Hopefully, the work on the site will be up to the design and planning. Perhaps we all should post a plan or two to help them get started.


Need research tools? Asking How do I?

A new site may help. Take a look at Digital Research Tools. Often these sites are disappointing, but not DiRT. It provides tools for doing research and much more. The links are impressive. Check it out at http://digitalresearchtools.pbwiki.com/

Want clickers but no $$?

I was talking with colleagues at the CTAP (California Technology Assessment Project) 8 headquartered in the Office of the Kern County Superintendent of Schools. In passing I mentioned how nice it would be to use cell phones for the clicker responses since most of our university students have them as do many high schoolers (pending rules in the school, etc.). There is such an option, with a free level for moderate sized classes. Check it out at http://www.polleverywhere.com/ .

CTAP 8's cool tools

Speaking of CTAP 8, there is a new and growing website including helps for teachers and administrators. The cool tools section lists several great tools and there will be more. A few of these are favorites of mine, so you may also recognize them or add to your list of favorites. (I really like Doodle, for example, as it cuts out a lot of work in setting a meeting date and time.) See http://ctap8.org/html/cooltools.html

Small computers

Some pundits are critical of the "netbooks" but I am very happy with mine. It runs WindowsXP and has a substantial hard drive. At just over two pounds, it is a go anywhere computer. Sure, it is not a substitute for a desktop and it cannot duplicate the work of a several pound, high end laptop. The keyboard is OK and I can type effectively. I can use it in the cramped quarters of an airplane seat or on a commuter bus. The display is bright and the cost is low. Nice option for many.

Enjoy your week. I'll post from time to time and try to provide a tech moment or an insight into learning, teaching, and collaboration.

Penelope Swenson