A good beginning is more than half the whole.—Aristotle
The new school year opens like a miracle. Planning, which began as early as the previous February, culminates when students flood through the doors. Almost by surprise, the first day of school begins.
On most first school days, the excitement and apprehension appearing on the faces of the kids is reflected on the faces of teachers. I remember the anxiety that I always felt that first day (even after I'd thrived as a principal for 19 years), yet I remember more strongly my genuine elation that we were about to begin—again.
- Whatever we do in school should enhance learning. This is our paramount standard for all school activities, and everyone—including the principal—is held to that standard.
- We are all learners. Even your teachers continue to learn so they will be better teachers.
- Your teachers will be prepared to teach each day. They expect no less of you.
- Respect for each person in the school community is nonnegotiable.
- We are all in this together.
As I moved from speaking to 1st graders to addressing upper elementary students, my language became more complex and precise. With the older ones, I spoke more directly about respect and the consequences that would follow disrespectful actions. My message was not about crime and punishment, but about community. We were mutually bound together, responsible for one another's well-being, and no one was exempt from following an honorable and caring agenda.
Shaping a Community of Relationships
I also used the first day to welcome new students to our community in more than a token way. This meant acknowledging them, asking about their former schools and, often, about the countries they came from. I assured them that they would find friends among their classmates. This was generally true, because it wasn't just adults who did their best to live out my opening-day proclamations. Sixth grade big brothers and sisters helped newbie kindergarten students find lost gym shoes, line up, and get on the right buses. I was always amazed at how effectively these preteens related to their assigned little brothers and sisters.
- Our use of time and money reflected that professional development for teachers was a top priority.
- We formed systems that required all teachers to work in teams.
- We joined faculty-room tables into big squares rather than islands so that teachers would convene in larger groups and not sit only with their usual crowd.
- We invited substitute teachers to sit with teachers at breaks and lunch.
- The service club prepared hot chocolate for our bus drivers on cold winter days.
- Staff meetings centered on communication among faculty members as much as communication from the principal.
- Teacher leaders intentionally included resource teachers—especially those whose first language was not English—as members of teams and committees.
I often think of a school year as a “Where's Waldo?” drawing. There is so much activity, so many priorities stated by so many people, packed within the drawing. Part of a principal's role is to help whoever looks at this picture see the “Waldo”—the shared set of values around which the work of school converges.
As more stakeholders interject their agendas into schools, principals must step forward to clarify the fundamental purpose of our work. Our job as principal is to wrap words around that concept and articulate it clearly and consistently—from day one. When this purpose is clarified for all members of the community at the onset of the school year, we are more than halfway there.
