Have San Leandro schools solved their money problems?

I'm glad to see that the school district is financially sound. I haven't looked at a spread sheet recently, but the actions of school administration sure make it look like there's no money problem in the district.

Why else would the principal at Garfield Elementary have rejected a gift made by teachers to support the school crossing guard program? That's right, she returned the donation. San Leandro Teachers' Association, the Union representing San Leandro's 500 teachers, made a contribution to each of the elementary schools in the district to support the financially endangered school crossing guard programs. Most of the schools graciously accepted the gift, but apparently the Garfield Principal determined that the school has no need for the money.

At least I'd like to think that the contribution was rejected because of an improving district budget, because it's past time for teachers' salaries (among the lowest in Alameda County) to catch up with our neighbors. Although, I admit, the district has been sending out mixed messages. After all, teacher salaries were reduced last year by cutting a staff development day from the school calendar. And then, the district offered Muir teachers the opportunity to work that day for only 25% to 35% of their normal salary. (District to teachers: We want you to do the work, we just don't want to pay you for it.)

I guess it leaves me wondering, if the contribution weren't rejected because of the district's improving financial situation, then why would the contribution to Garfield be rejected? Could it be that the district now views teachers as social pariahs? You know, so despicable that they are unworthy of making charitable contributions? Akin to tobacco companies and alcohol companies? That doesn't seem like a strong basis for good staff relations and positive school climate.

I just can't believe that would be the truth. That would be a bit insulting. I'd much rather believe that a big offer for a pay raise to catch San Leandro teachers up with their neighbors is just around the corner.

So, What should we expect from a school administrator?

I thought I'd follow up on two of my previous entries, and start posing some questions that should be considered when evaluating a school administrator.  I'd be glad to hear anyone else's thoughts.

These are in no particular order.

1.  Does the administrator do a good job hiring quality staff?

2.  Does she/he hire staff which reflects the diversity of the student community?

3.  Does she/he do a good job retaining the proven/quality teachers already on staff?

4.  Does she/he facilitate a school-wide effort on developing a positive school climate in which all students feel safe and welcome?

5.  Does she/he facilitate a school-wide effort to create a schoolwide climate where all students can excel to their best level?

6. Is staff development meaningful?

7.  Are staff meetings well-used (as opposed to being wastes of time)?

8.  Are meetings with parent groups well-thought-out to encourage parent participation?

9.  Does staff feel like they are connected to school wide efforts?

10.  Do teacher concerns get adequately heard and dealt with?

11.  Do parent concerns get adequately heard and dealt with?

12.  Do teachers get adequate support for their initiatives?

I know I'm missing some really important questions, but this is a start.

It's the "Principal" of the thing!

A few years ago, when a friend told me that he was going to get his school administration credential, I remember saying that was great, we need good people becoming prinicipals.  But I also told him he was out of his mind, that I would never wish the job on any friend.

 

Being a principal is an impossible job.  You get all the responsibilities of running the school, including student achievement, school climate, employee relations and community spokesperson, but very limited power.  Long hours, low budget, and everyone expects you to live up to their very specific expectations.

 

So, what qualities make a good principal?  How can we measure success?  In my head, the answer is we need some combination of circus skills in your basic principal – some combination of juggler, high wire act and ringmaster.  However, it’s best to avoid the people who see themselves as lion-tamers and dart-throwers.  Those are the types that can run a staff ragged.

 

I believe that a principal can do more harm in a school than good.  A bad principal can easily marginalize parent groups, divide a staff or shove students into a box.  Then run.  And leave Pandora’s box open for the next unlucky person to come on in and take the job.  But a good principal’s best gift to a school community is to simply encourage the good things that other people are doing.

 

With all that said, I think it’s the duty of people in a school community to expect and demand good principals.  I actually believe that experienced staff members need to take it on themselves to train principals how do their jobs, which is awkward, because the principal is the “supervisor” in the relationship. 

 

Awkward, but necessary.  The teachers, office workers, counselors, aides and custodial staff are the folks who have been in the school community the longest, and also the people who will last the longest.  Teachers carry school culture and remember school history.  Staff members develop working relationships with each other that last long past the principal’s tenure in a school. 

 

A good principal should inspire the people around her or him to add their talents to a mosaic – which becomes a shared vision for how the school should be serving the community.  That’s the basic job description for a quality principal.  The more you impost, the more the staff, parents and students resist. The principal who recognizes this basic truth about the way a school functions is the one who fits the school the best.