I mentor Sue, a newly assigned principal. Before school began, I discovered Sue reviewing the to-do list dispatched from the central office. Four single-spaced pages catalogued a variety of tasks, ranging from specifics like “review lunch procedures” to sweeping, generalized orders like “get to know the school community.”
Some items—such as “write summer letters to staff”—had a due date. Others—such as “read last year's bulletins, newsletters, staff evaluations, and files left by former principal”—were ongoing responsibilities. Each member of the central office had included an item or two, ensuring that the new principal would not neglect—anything!
Sue was already gasping for breath, and school did not open for a month. Paper overflowed her desk, remnants of summer cleaning were in view, and parents were lining up outside the office. “But,” Sue groaned, “I thought this job was about leadership!”
Experienced principals understand that keeping the school ship afloat can hijack more than 100 percent of the work day. Many are found at their desks late at night and on Saturdays “getting rid of paperwork” so that on Monday they can walk the building, visit classrooms, build relationships with teachers and staff—and at least think about the noble concepts of school leadership.
Beyond Leadership/Management Dualism
How can we keep the ship afloat and also steer with vision? Some leadership theorists propose a two-principal arrangement in which one “principal person” focuses on management and the other deals more directly with instruction. Practitioners acknowledge that having a coprincipal would lighten their load, but they know that this thinking is unlikely to translate into reality. It also implies a leadership/management dualism unhealthy to a holistic approach to leadership.
Management and leadership resemble the body and spirit of the human organism—hard to segment into separate enterprises. Yes, we manage schools. We also lead them. Good management is crucial for leadership to flourish. We really cannot lead a school until the buses are running on time, washrooms are operating, and schedules are set. However, a culture that envisions a well-oiled machine as the ultimate metaphor for a well-run school misses the point.
Principals, I suggest that you note where you actually spend your time. This will tell you, more than all else, what you cherish. What is it that you take pride in when walking the school? If your “feel good” comes from quiet students, parental contentment, and cleanliness, perhaps you have put the management cart before the horse of excellence in teaching and learning.
Eight Highly Effective Habits
- Develop a month-by-month filing system in which you put resources to help you be proactive with recurring managerial tasks. In my February folder, for example, were reminders to start thinking of staffing for the following year.
- Use a “day-timer” or some form of scheduling to set concrete goals for each day. I spent five minutes each morning prioritizing a “to do” list. The day rarely happened as I planned, but this road map gave me landmarks to watch for.
- Delegate. Delegate. Delegate. Every day, if at all possible, I met with my administrative assistant for 15 minutes. We went through each piece of paper on my desk, and most landed on hers. She made phone calls, scheduled meetings, and organized the parent-teacher bulletin. Often, she organized me—reminding me of meetings and phone calls only I could make. Good school secretaries really run the school.
- Practice the “psychology of limits.” Appointments have a beginning; designate an ending time as well, as in “I think this meeting should take about 20 minutes. I have another after that.” Most issues can be resolved efficiently in less than a half hour, and many in only a minute. Answer the dreaded question “Are you busy?” with “I do have a couple of minutes, but then I have another appointment.” When you fear a meeting will lock you up for hours, have your secretary phone you to remind you of your next appointment—real or imagined.
- Periodically, roam the building with a notebook. As you meet staff or parents, take note of their requests, reminders, and concerns. This often keeps people out of your office for prolonged visits. Use this list when meeting with your secretary.
- Whenever possible, avoid meetings. Make those you chair efficient, short, and to the point.
- Make some decisions unilaterally. For some other decisions, consult with a few reliable sources, but save consensus for fundamental decisions that affect everyone on staff.
- Separate what you like to do from what needs to be done. We all have “occupational hobbies” that can drain inordinate amounts of time.
I hope Sue will master these tricks of the trade. She has a deep commitment to children and a hopeful vision for her school's wonderful kids—many of whom come from impoverished homes, struggle with English, or have special learning needs. These children deserve an excellent school—managed with efficiency and led with care.
