What a New Principal Needs to Know to Succeed

Change

Taking over as principal of a school after the first principal was there ten years requires sensitivity to what had taken place previously. An open mind, an open office door, and a willingness to listen to parents and faculty and recognize that "…the environment in which schools operate is influenced on behalf of students and their families" (ISLLC 6).

Primary issues and what does Principal Miller need to show appreciation for and sensitivity to the diversity in the school community? Miller is taking over for a principal who was there for ten years and was an "authoritarian" leader with "firm control," and so the new principal will be expected to continue in that vein. The fact that parents from the affluent part of town scheduled a meeting with a new principal in his first week suggests that they have concerns that were either not met with the last principal, or were met and they want to make absolutely certain that they continue to be met. Hence he must continue "dialogue with representatives of diverse community groups" (ISLLC 6). And the fact that a group of minority parents met with him also indicates they want things to continue as they were before he arrived; so he needs to relate to "the importance of diversity and equity" (ISLLC 6). In showing sensitivity towards the minority parents he must be sure the faculty gives ample time to those students from minority families whose fluency in English might not be as good as the students from the affluent part of town. Basically Miller has to work with faculty to be sure he fulfills the needs of both diverse student groups.

TWO: What decision-making approaches could Miller use to assure the quality of the decisions while involving families and other community stakeholders in selecting an alternative? First of all because only 10% of the students are African-American he would be smart to recognize "a variety of ideas, values, and cultures" and have "an ongoing dialogue with representatives of diverse community groups" (ISLLC 6). In other words, he must show that he is interested in parents' ideas and concerns while reaching out to African-American leaders for possible alternative approaches to previous policies; keeping "lines of communication" with diverse community groups and decision makers "outside the school community" (ISLLC 6).

THREE: What action can Miller take to show he leads and treats people fairly and with respect and dignity? He should look at the classroom data from teachers who have "slow learners" in their classes to assure himself that adequate time is given to both bright students and struggling students because student learning is indeed the fundamental purpose of public schools. He needs to meet frequently with faculty to gauge whether or not the instruction is effective for students of all backgrounds and ethnicities. He should insist that parent-teacher conferences take place with regularity and he should hold open meetings (if the PTA isn't holding regular meetings) to address concerns from parents and the community.

FOUR: What data and information should Miller use to ensure the quality of decisions? Miller needs to insist that faculty be vigilant in providing him with test results and other grade-related data within a prescribed time frame. If some students are having difficulty, Miller needs to know that those students are receiving extra help. He must "promote the success of all students" (ISLLC 6) which means keeping a close eye on all data and he must insist on regular teacher evaluations as well; if a student isn't succeeding, it might reflect the quality of teaching.