When a parent meets with a teacher to discuss issues related to the student-teacher relationship and the performance of the student in the classroom, it is difficult for the teacher not to take the concern as a personal affront. However, the teacher--as the professional--must do exactly that: not take the concern as a personal affront.
Taking a concern as being personal translates in to personal criticism: there is something wrong with me. From that point on, the teacher is no longer hearing the concern or focused on the better interest of the student. From that point on, the teacher can only hear in his mind, "Why don't these people like me?" "I'm doing the best I can." "Am I the only one here who realizes that I have to deal with 150 kids who don't want to learn what I'm teaching?" In other words, the issue has become not only a personal affront, but also a personal defense. The teacher is now so completely self-absorbed that he cannot do what is expected of him, concentrate on the issue as it relates to the student and try to find a way to get the student to work to his potential.
At this point, I would like to suggest that having a student work to his potential is something different from having a student work to the teacher's expectations. This does not mean that the teacher's expectations are not important or should be ignored. High expectations are important to the success of all students. However, when those expectations take into consideration the student's potential, then it may be possible to really stretch the student and to have the student learn more. Expectations alone will not do the job.
Back to the making it personal...
Sitting in a conference between a teacher and a parent, the teacher stated, "You make me feel bad when..." I don't know that I have heard a statement of more personal self-absorption. The teacher could not hear the concern of the parent. The teacher was not interested in the needs of the student. The teacher felt that he was under attack and that those attacking him were wrong and needed to know that. In other words, the teacher was not being a professional in that moment.
It is important to know that parents have a privilege of being emotional. Teachers, as professionals, are not afforded the same privilege. Teachers are required to listen to a parent's concern and to respond to the concern, without making the issue personal. That will communicate to the parents that the teacher is a professional, that the teacher places the concern for a student's well being and achievement first, and that the student is in competent hands. And that is what is expected of us, as professionals.
Showing posts with label conflict resolution. Show all posts
Showing posts with label conflict resolution. Show all posts
Tuesday, September 21, 2010
Thursday, July 1, 2010
Awareness--Preparedness--Confidence
I've talked a lot about confidence. There is a balance between a lack of confidence and an abundance of confidence that is the point at which a person feels capable of handling a crisis, a conflict, or a situation. A lack of confidence undermines an individual's ability to address the crisis, conflict, or situation in a manner that will be beneficial or productive. Indeed, a lack of confidence almost ensures failure and reinforces the lack of confidence; you can bet the person isn't going to try that again soon. An abundance of confidence can be just as detrimental to successful resolution, for the person who has too much confidence will probably have already decided how the crisis is to be resolved, will dismiss the ideas and concerns of other people involved in the crisis because he already knows what needs to be done, and will expedite the resolution regardless.
A person has to have confidence that he can resolve the conflict, find a solution to the problem or crisis, while at the same time the person has to recognize and honor the concerns of other people involved in the conflict or crisis. Such confidence does not come naturally. Confidence has to be developed or nurtured. Through an understanding of the need to develop or nurture confidence, the individual understands that there is a process that moves him closer to true confidence. This process moves from awareness through preparedness to end in confidence.
Awareness is the key to all understanding. All learning, all understanding begins with awareness. We become aware that we are hungry, that we have a need to eat, and we move to satisfy that hunger. Consequently, the satisfying of the hunger preserves our being. When we become more aware of the relationship between satisfying our hunger and the preservation of our being, we realize that it is not simply eating that is important but what we eat. In other words, eating a large bag of chocolate covered peanuts and raisins may satisfy our hunger, but we would not be receiving the right nutrients for a healthy body; therefore, we may become overweight and lethargic. Our health might suffer in spite of our having plenty of food to eat. Becoming increasingly aware moves us to a better understanding of life, of our relationship with all that fills our world, and allows us to make better choices.
Once we have increased our awareness, we move to prepare ourselves better to meet the circumstances and situations of which we have become more aware. In the case of conflict and crisis, becoming more aware of the characteristics of conflict and crisis helps us to prepare to meet those qualities. For instance, when we understand that people become emotional when engaged in a crisis or conflict, we become aware that we need to allow people to express these emotions, we need to listen to what they are saying, and once we have identified their genuine concerns, we need to restate those concerns to them so that they will realize that we have heard their concerns and listened to them. This is a first step in conflict resolution and seems simple. However, if we are not aware that emotion is a natural part of conflict, then we may not take the time to allow people to express their emotion, we might not actually listen to them, and we tend to force our solution without taking into consideration the concerns of others. It all begins with awareness.
Once the individual has become more aware and moved to prepare himself to better meet the circumstances of the conflict or crisis, he becomes appropriately confident in his abilities. The confidence will not abandon him. He can face any conflict, no matter how angry another person might be, and rely on what he knows to move toward resolution.
It all begins with awareness that moves the individual to prepare, which gives rise to true confidence.
A person has to have confidence that he can resolve the conflict, find a solution to the problem or crisis, while at the same time the person has to recognize and honor the concerns of other people involved in the conflict or crisis. Such confidence does not come naturally. Confidence has to be developed or nurtured. Through an understanding of the need to develop or nurture confidence, the individual understands that there is a process that moves him closer to true confidence. This process moves from awareness through preparedness to end in confidence.
Awareness is the key to all understanding. All learning, all understanding begins with awareness. We become aware that we are hungry, that we have a need to eat, and we move to satisfy that hunger. Consequently, the satisfying of the hunger preserves our being. When we become more aware of the relationship between satisfying our hunger and the preservation of our being, we realize that it is not simply eating that is important but what we eat. In other words, eating a large bag of chocolate covered peanuts and raisins may satisfy our hunger, but we would not be receiving the right nutrients for a healthy body; therefore, we may become overweight and lethargic. Our health might suffer in spite of our having plenty of food to eat. Becoming increasingly aware moves us to a better understanding of life, of our relationship with all that fills our world, and allows us to make better choices.
Once we have increased our awareness, we move to prepare ourselves better to meet the circumstances and situations of which we have become more aware. In the case of conflict and crisis, becoming more aware of the characteristics of conflict and crisis helps us to prepare to meet those qualities. For instance, when we understand that people become emotional when engaged in a crisis or conflict, we become aware that we need to allow people to express these emotions, we need to listen to what they are saying, and once we have identified their genuine concerns, we need to restate those concerns to them so that they will realize that we have heard their concerns and listened to them. This is a first step in conflict resolution and seems simple. However, if we are not aware that emotion is a natural part of conflict, then we may not take the time to allow people to express their emotion, we might not actually listen to them, and we tend to force our solution without taking into consideration the concerns of others. It all begins with awareness.
Once the individual has become more aware and moved to prepare himself to better meet the circumstances of the conflict or crisis, he becomes appropriately confident in his abilities. The confidence will not abandon him. He can face any conflict, no matter how angry another person might be, and rely on what he knows to move toward resolution.
It all begins with awareness that moves the individual to prepare, which gives rise to true confidence.
Tuesday, June 29, 2010
The Posture of Conflict
When I speak of posture here, I mean more than a straight back and squared shoulders. Posture is the communication of an attitude or frame of mind, especially when one is involved in a conflict. Crossed arms communicate an unwillingness to listen and a resolve to have one's way. Rolling eyes communicates a disdain or disrespect for another person or for the other person's ideas. A loud sigh communicates a weariness with what another person may be saying, a message that one no longer has the patience for the other person or his ideas. In other words, posture is body language and we should make no mistake in recognizing that people hear what we say with our body sometimes better than what we say with words. For this reason, when one finds himself entering a conflict, he should be cautious and deliberate in his posture, if his intent is to find resolution.
As an educator, the conflicts I find myself involved with generally place me in the position of the professional, the one in charge. Consequently, my posture must be that of the professional, and I must assume a professional demeanor at all times. Without a doubt, there are times when I, too, want to scream profanities and yell louder than the other people, but screaming and yelling have never really resolved any conflicts. Certainly, there are conflicts that end when one party yells and screams, but this is not because the screamer has proved his point and won the conflict. It is more so because the other party has determined that the screamer has lost all contact with reality and that no resolution is possible; therefore, there is no reason to continue pursuing resolution. So, in spite of our desire to yell and scream, we have to remain calm and be the voice of reason.
A proper professional posture will communicate an openness and allow one to listen carefully to what is being said during the conflict. Through careful listening and through maintaining a calm, clear voice, the professional is then able to paraphrase what he has heard. This communicates to the person who is angry that he is indeed being heard, which often goes a long way toward resolving the conflict. But it all begins with the proper posture, with the proper body language.
As an educator, the conflicts I find myself involved with generally place me in the position of the professional, the one in charge. Consequently, my posture must be that of the professional, and I must assume a professional demeanor at all times. Without a doubt, there are times when I, too, want to scream profanities and yell louder than the other people, but screaming and yelling have never really resolved any conflicts. Certainly, there are conflicts that end when one party yells and screams, but this is not because the screamer has proved his point and won the conflict. It is more so because the other party has determined that the screamer has lost all contact with reality and that no resolution is possible; therefore, there is no reason to continue pursuing resolution. So, in spite of our desire to yell and scream, we have to remain calm and be the voice of reason.
A proper professional posture will communicate an openness and allow one to listen carefully to what is being said during the conflict. Through careful listening and through maintaining a calm, clear voice, the professional is then able to paraphrase what he has heard. This communicates to the person who is angry that he is indeed being heard, which often goes a long way toward resolving the conflict. But it all begins with the proper posture, with the proper body language.
Monday, June 28, 2010
The Origin of Conflict
In my last blog I alluded to the origins of conflict. I suggested that conflict arises from the fact that man is a social animal, that the conflict is a result of individual desires, ambitions, and space issues collide with those of other individuals. David Bohm, in his book On Dialogue, provides some discussion that supports this thinking (although I have to be careful because Bohm also identifies thought as the major culprit in creating conflict--more on that later, I hope).
Bohm begins with the premise that everyone has basic opinions and assumptions. The term "basic" suggests, in Bohm's words, that these opinions and assumptions are "about the meaning of life; about your own self-interest, your country's interest, or your religious interest; about what you really think is important." (There's that word "think" again.) The reader may wish to revisit an earlier posting that I made regarding opinion. Bohm goes on to say that when these assumptions are challenged or attacked that we step up to defend them, because "a person identifies himself with them. They are tied up with his investment in self-interest."
We can, therefore, determine that conflict occurs when a person's self-interests and beliefs, upon which is founded the individual's identity, are threatened. Our beliefs, opinions, and assumptions may be ill-founded, completely wrong, but we are offended when it is brought to our attention that we may be wrong. There is a connection between our opinions and assumptions and our self-worth. If our opinions and assumptions are wrong, then we are at fault, and that can't be a good thing.
The reality is that we are bound to be wrong about some things. Therefore, what we have to do is remove the personal attachment to the ideas, to the thoughts, so that we might better assess the value of the thoughts, allowing us to communicate more openly, without taking a defensive stance and allowing an emotional attachment to prevent our resolving the conflict.
Bohm begins with the premise that everyone has basic opinions and assumptions. The term "basic" suggests, in Bohm's words, that these opinions and assumptions are "about the meaning of life; about your own self-interest, your country's interest, or your religious interest; about what you really think is important." (There's that word "think" again.) The reader may wish to revisit an earlier posting that I made regarding opinion. Bohm goes on to say that when these assumptions are challenged or attacked that we step up to defend them, because "a person identifies himself with them. They are tied up with his investment in self-interest."
We can, therefore, determine that conflict occurs when a person's self-interests and beliefs, upon which is founded the individual's identity, are threatened. Our beliefs, opinions, and assumptions may be ill-founded, completely wrong, but we are offended when it is brought to our attention that we may be wrong. There is a connection between our opinions and assumptions and our self-worth. If our opinions and assumptions are wrong, then we are at fault, and that can't be a good thing.
The reality is that we are bound to be wrong about some things. Therefore, what we have to do is remove the personal attachment to the ideas, to the thoughts, so that we might better assess the value of the thoughts, allowing us to communicate more openly, without taking a defensive stance and allowing an emotional attachment to prevent our resolving the conflict.
Wednesday, December 16, 2009
Ten Truths about Conflict Resolution
Conflict resolution is a skill that everyone needs. It is also a skill that can always be improved. However, colleges and universities do not teach conflict resolution to new teachers. New teachers are woefully ill-prepared to talk with an angry parent or to resolve any but the simplest conflict. Because conflict resolution skills are considered soft skills, many educators and many people in general underestimate the need to develop these skills, scoff at the suggestion that they need to develop these skills, and reject all efforts to improve these skills. These same people most often exhibit the exact opposite skills that would result in conflict resolution--entering into debates and arguments when they should be looking for resoluton.
I suggest that there are Ten Truths about Conflict Resolution and that if a person begins by accepting these truths, then that person will move a giant step toward becoming a skilled in conflict resolution.
The Ten Truths about Conflict Resolution are:
1. It is better to talk face-to-face than to talk over the phone. It is better to talk on the phone than to communicate through an email. It is better to communicate through an email than not to communicate at all.
2. When communicating through email, keep the message short and stick to the facts.
3. Meeting with people face-to-face not only helps to resolve conflict but also helps to develop relationships important in resolving future conflicts.
4. Parents have a right to be upset, angry, or frustrated. They want what is best for their children and love their kids. Let an angry parent talk. Let the parent express the emotions for a few minutes. Not only will the parent unburden himself of the frustration, but you will also be able to identify the problem.
5. Find the facts. When an angry parent calls, the problem may be wrapped in many layers of emotion. Listen carefully for the real problem.
6. You are the professional, the calm voice in the meeting. Remain calm and listen carefully. Identify the issue and when you have the opportunity to speak, restate the problem as you understand it. This will let the other person know that you are listening.
7. Take notes. It will help you to stay focused.
8. Be proactive. If a teacher has had a problem with a student during the day, the teacher should call the parent at the earliest convenience. The parent is more likely to believe the first story that he/she hears, and if that happens to be the story that the student tells, it will be more difficult for the teacher to convince the parent otherwise.
9. Invite the parent or other person to provide a solution. Ask the other person what he or she would like to see happen to resolve the issue. This does not mean that what that person proposes will be the solution, but it again communicates that you are willing to listen and to work toward a resolution that both can agree to.
10. It is not about winning. It is about resolving the issue.
I suggest that there are Ten Truths about Conflict Resolution and that if a person begins by accepting these truths, then that person will move a giant step toward becoming a skilled in conflict resolution.
The Ten Truths about Conflict Resolution are:
1. It is better to talk face-to-face than to talk over the phone. It is better to talk on the phone than to communicate through an email. It is better to communicate through an email than not to communicate at all.
2. When communicating through email, keep the message short and stick to the facts.
3. Meeting with people face-to-face not only helps to resolve conflict but also helps to develop relationships important in resolving future conflicts.
4. Parents have a right to be upset, angry, or frustrated. They want what is best for their children and love their kids. Let an angry parent talk. Let the parent express the emotions for a few minutes. Not only will the parent unburden himself of the frustration, but you will also be able to identify the problem.
5. Find the facts. When an angry parent calls, the problem may be wrapped in many layers of emotion. Listen carefully for the real problem.
6. You are the professional, the calm voice in the meeting. Remain calm and listen carefully. Identify the issue and when you have the opportunity to speak, restate the problem as you understand it. This will let the other person know that you are listening.
7. Take notes. It will help you to stay focused.
8. Be proactive. If a teacher has had a problem with a student during the day, the teacher should call the parent at the earliest convenience. The parent is more likely to believe the first story that he/she hears, and if that happens to be the story that the student tells, it will be more difficult for the teacher to convince the parent otherwise.
9. Invite the parent or other person to provide a solution. Ask the other person what he or she would like to see happen to resolve the issue. This does not mean that what that person proposes will be the solution, but it again communicates that you are willing to listen and to work toward a resolution that both can agree to.
10. It is not about winning. It is about resolving the issue.
Thursday, December 10, 2009
Protocols
I have been the principal of my high school only since July 1, 2009. In that short time, I have encountered more than a few instances where a parent, having a concern regarding the way a teacher or coach has handled a situation involving the parent's child, has gone directly to the superintendent or a school board member first, without ever addressing the issue with the teacher, with the coach, or with a building-level administrator. The worst part about this behavior is that the superintendent or school board member does not insist that the parent take the concern or complaint to the teacher or coach first. This is a violation of proper protocol.
The proper protocol for dealing with complaints, concerns, and issues involving the relationship between the student and the teacher or coach is to first contact the teacher or coach. If the complaint, concern, or issue is not resolved through this process, then the parent should contact a building-level administrator--the principal or assistant principal or perhaps a guidance counselor. If resolution is still not established, then the parent should contact the superintendent or assistant superintendent. If resolution is still not established, then the parent may take his or her concern to the school board.
It is not entirely the parents' fault that such a violation of protocol has become the culture of a school district. Any time that a school board member or a superintendent responds to a complaint, concern, or issue registered by a parent without redirecting the parent to contact the teacher or coach, the superintendent or school board member is guilty for creating such a culture. I will, however, forgive the superintendent or school board member, suggesting that these individuals have not considered the appropriate response to parents and are, therefore, not prepared properly. (However, as the top professionals of the district, they have a responsibility to be properly prepared.)
I suggest that when a superintendent or school board member has a parent address a complaint, concern, or issue to him or her directly before talking to the teacher or coach, the first question that the superintendent or school board member should ask is, "Have you talked directly to the teacher or coach about this concern?" It will be likely that the parent will say that he has not and the parent will provide a rather convincing argument as to why the parent believes talking to the teacher or coach will not resolve the problem. Whatever the parent's reason is for not talking to the teacher or coach, it is imperative that the superintendent or school board member insist that the parent do so, regardless. By not forcing the parent to confront the teacher or coach, the superintendent or school board member is enabling the parent in avoiding conflict resolution, is expressing a lack of trust in the teacher or coach in having the ability to resolve the conflict, and is breaking protocol. If a parent is absolutely unwilling to address the complaint, concern, or issue directly to the teacher or coach, then the superintendent or school board member should express that nothing can be done to resolve the conflict.
Stating that nothing can be done to resolve the conflict at this point may sound callous and counter-productive; however, what is actually being expressed is a strength of resolve to follow the proper protocol. Through following the proper protocol, the superintendent and school board are expressing a trust in the professionals that they have hired to do their jobs effectively and allowing these professionals the opportunity to meet the challenges of their jobs.
People do not learn to resolve conflict by avoiding conflict resolution. Teachers and coaches cannot become proficient at conflict resolution by having the superintendent or school board member passing judgment from on high.
My final point is that I have heard that parents have expressed that they take their concerns to the superintendent or school board member because they are "tired" of taking their concerns to the building and nothing ever being resolved. The irony here is that I am a new principal and these parents have not given me the opportunity to resolve their issues. Granted, there are times when issues are not resolved to the satisfaction of the parent--and in response to this I will suggest that the parent's satisfaction is unreasonable. But this does not provide a sound reason to violate protocol. To allow a parent to bypass protocol for any reason is to enable that parent to avoid learning to resolve conflict and to teach the student the method of avoiding conflict resolution. It is the teaching and reinforcement of a bad habit that has been translated in our society that everyone is entitled to get their way.
This has got to stop and the only way that it will stop is if everyone, from the teacher to the school board member, makes a commitment to follow the proper protocol and to practice proper conflict resolution.
The proper protocol for dealing with complaints, concerns, and issues involving the relationship between the student and the teacher or coach is to first contact the teacher or coach. If the complaint, concern, or issue is not resolved through this process, then the parent should contact a building-level administrator--the principal or assistant principal or perhaps a guidance counselor. If resolution is still not established, then the parent should contact the superintendent or assistant superintendent. If resolution is still not established, then the parent may take his or her concern to the school board.
It is not entirely the parents' fault that such a violation of protocol has become the culture of a school district. Any time that a school board member or a superintendent responds to a complaint, concern, or issue registered by a parent without redirecting the parent to contact the teacher or coach, the superintendent or school board member is guilty for creating such a culture. I will, however, forgive the superintendent or school board member, suggesting that these individuals have not considered the appropriate response to parents and are, therefore, not prepared properly. (However, as the top professionals of the district, they have a responsibility to be properly prepared.)
I suggest that when a superintendent or school board member has a parent address a complaint, concern, or issue to him or her directly before talking to the teacher or coach, the first question that the superintendent or school board member should ask is, "Have you talked directly to the teacher or coach about this concern?" It will be likely that the parent will say that he has not and the parent will provide a rather convincing argument as to why the parent believes talking to the teacher or coach will not resolve the problem. Whatever the parent's reason is for not talking to the teacher or coach, it is imperative that the superintendent or school board member insist that the parent do so, regardless. By not forcing the parent to confront the teacher or coach, the superintendent or school board member is enabling the parent in avoiding conflict resolution, is expressing a lack of trust in the teacher or coach in having the ability to resolve the conflict, and is breaking protocol. If a parent is absolutely unwilling to address the complaint, concern, or issue directly to the teacher or coach, then the superintendent or school board member should express that nothing can be done to resolve the conflict.
Stating that nothing can be done to resolve the conflict at this point may sound callous and counter-productive; however, what is actually being expressed is a strength of resolve to follow the proper protocol. Through following the proper protocol, the superintendent and school board are expressing a trust in the professionals that they have hired to do their jobs effectively and allowing these professionals the opportunity to meet the challenges of their jobs.
People do not learn to resolve conflict by avoiding conflict resolution. Teachers and coaches cannot become proficient at conflict resolution by having the superintendent or school board member passing judgment from on high.
My final point is that I have heard that parents have expressed that they take their concerns to the superintendent or school board member because they are "tired" of taking their concerns to the building and nothing ever being resolved. The irony here is that I am a new principal and these parents have not given me the opportunity to resolve their issues. Granted, there are times when issues are not resolved to the satisfaction of the parent--and in response to this I will suggest that the parent's satisfaction is unreasonable. But this does not provide a sound reason to violate protocol. To allow a parent to bypass protocol for any reason is to enable that parent to avoid learning to resolve conflict and to teach the student the method of avoiding conflict resolution. It is the teaching and reinforcement of a bad habit that has been translated in our society that everyone is entitled to get their way.
This has got to stop and the only way that it will stop is if everyone, from the teacher to the school board member, makes a commitment to follow the proper protocol and to practice proper conflict resolution.
Tuesday, May 12, 2009
A New Principal's First Speech
I have recently been hired to serve as principal of another high school. This will be my first principalship. Today I met the faculty of my new school for the first time. I knew I could stand in front of them and ramble for fifteen or twenty minutes and say almost everything I wanted to say, but I chose instead to write out my first speech and deliver a more deliberate discourse in under ten minutes. Below is the greater part of that speech, which I publish here for I believe I had something of value to say. I look forward to your comments.
As an educator, I spent 18 years as a classroom teacher. During my early years, I experienced having four principals in five years. Therefore, I know you have no reason to believe anything I say today regarding how long I plan to be here or what I hope to accomplish. It will be my actions that will communicate my commitment to you, to the students of GHS, and to this community. Still, I want to take this time to express some of my beliefs about education, from which you may deduce the expectations that I hold as principal.
First, I am a supporter of teachers. Years ago there were the license plates in Indiana that declared “Kids First.” I wanted one that said “Teachers First,” not because I think less of kids, but because I believe that if we have great teachers in our classrooms, then we do not have to worry as much about the kids. Many kids come to us with their backs against the wall—home life is abysmal; parents have given up on their children and expect the schools to fix the problems; students have experienced so much failure in life that they now refuse to try. There is little we can do as educators to change these factors. What we can control is what happens at school and in the classrooms. We can call parents. We can ask parents to come in to meet with us. We can talk to the kids. We can set expectations and help kids meet those expectations while we hold them accountable. We can be the calm voice in the crisis. We can speak with reason when emotions are high. We can do so much. Therefore, great teachers are the most important ingredient to the success or our school.
Secondly, the outrage over No Child Left Behind has faded and we are now beginning to understand that every kid needs a high school diploma. Every kid will need some form of post-secondary education to compete in a 21st century economy. Our educational institutions are failing when we allow one student to leave without a high school diploma. Our goal must be a 100% graduation rate and we must do everything within our power to achieve that goal. Still, kids’ home lives are unsupportive and destructive. And you can lead a horse to water, but you can’t make him drink. But we cannot afford to focus on the things we cannot change. We must concentrate on those things we can change and the places where we can make a difference—the classrooms and the halls of our school. We can set high standards and high expectations, and we can find ways to hold our students accountable to those standards and expectations, while supporting students as they learn. The excuses we find for allowing kids to fail do not excuse us of our duty. We must find a way to help every student to reach his highest potential with the compassion and dignity that every human deserves.
Finally, I believe that we, as educators, are models of integrity. We are held to a higher standard by our communities, by our students, and by our colleagues. As actions speak louder than words, we have to ask ourselves, “What are my actions communicating to those around me?” If I take every sick day and personal day to which I am fully entitled, what does that communicate to my students about the importance of attendance? If I refuse to enforce the rules of the school in my classroom and in the hallways outside my classroom, what does that say of my attitude toward the rules of the school? If I close my door to the concerns of my students—or in my case, of my teachers—what does that say regarding how much I value these people and their concerns? If I refuse to contact parents when a student is failing, what am I saying about the importance of the partnership that exists between the parents and the school? I strive to be a model of integrity and ask the same of you. When we falter, we must learn to begin again; for there are truly no failures, only those who give up too soon.
My greatest strength as an administrator for the past seven years has been my skill at conflict resolution. The key to conflict resolution is taking the time to truly listen to the concerns of other people. Therefore, my phone line is open. My door is open. And I promise to find the time to sit with you, with parents, with students, with school board members, and with community leaders to hear the concerns. I cannot always afford you the luxury of having your way, but I hope you will always feel that I value your time and, more importantly, that I value you.
I am more excited today at the prospect of coming to GHS to serve as the next principal than I have ever been in my educational career. My only promise is that I will work hard every day and allow my actions to tell the story of who I am and of my commitment to this school. I will make mistakes and work hard to correct those mistakes. And I will see successes and join in the celebration of those successes. I am looking forward to getting to know each and every one of you and I invite you to come see me this July. I’d appreciate getting to spend an hour or so with each of you before the next school year begins.
Thank you.
As an educator, I spent 18 years as a classroom teacher. During my early years, I experienced having four principals in five years. Therefore, I know you have no reason to believe anything I say today regarding how long I plan to be here or what I hope to accomplish. It will be my actions that will communicate my commitment to you, to the students of GHS, and to this community. Still, I want to take this time to express some of my beliefs about education, from which you may deduce the expectations that I hold as principal.
First, I am a supporter of teachers. Years ago there were the license plates in Indiana that declared “Kids First.” I wanted one that said “Teachers First,” not because I think less of kids, but because I believe that if we have great teachers in our classrooms, then we do not have to worry as much about the kids. Many kids come to us with their backs against the wall—home life is abysmal; parents have given up on their children and expect the schools to fix the problems; students have experienced so much failure in life that they now refuse to try. There is little we can do as educators to change these factors. What we can control is what happens at school and in the classrooms. We can call parents. We can ask parents to come in to meet with us. We can talk to the kids. We can set expectations and help kids meet those expectations while we hold them accountable. We can be the calm voice in the crisis. We can speak with reason when emotions are high. We can do so much. Therefore, great teachers are the most important ingredient to the success or our school.
Secondly, the outrage over No Child Left Behind has faded and we are now beginning to understand that every kid needs a high school diploma. Every kid will need some form of post-secondary education to compete in a 21st century economy. Our educational institutions are failing when we allow one student to leave without a high school diploma. Our goal must be a 100% graduation rate and we must do everything within our power to achieve that goal. Still, kids’ home lives are unsupportive and destructive. And you can lead a horse to water, but you can’t make him drink. But we cannot afford to focus on the things we cannot change. We must concentrate on those things we can change and the places where we can make a difference—the classrooms and the halls of our school. We can set high standards and high expectations, and we can find ways to hold our students accountable to those standards and expectations, while supporting students as they learn. The excuses we find for allowing kids to fail do not excuse us of our duty. We must find a way to help every student to reach his highest potential with the compassion and dignity that every human deserves.
Finally, I believe that we, as educators, are models of integrity. We are held to a higher standard by our communities, by our students, and by our colleagues. As actions speak louder than words, we have to ask ourselves, “What are my actions communicating to those around me?” If I take every sick day and personal day to which I am fully entitled, what does that communicate to my students about the importance of attendance? If I refuse to enforce the rules of the school in my classroom and in the hallways outside my classroom, what does that say of my attitude toward the rules of the school? If I close my door to the concerns of my students—or in my case, of my teachers—what does that say regarding how much I value these people and their concerns? If I refuse to contact parents when a student is failing, what am I saying about the importance of the partnership that exists between the parents and the school? I strive to be a model of integrity and ask the same of you. When we falter, we must learn to begin again; for there are truly no failures, only those who give up too soon.
My greatest strength as an administrator for the past seven years has been my skill at conflict resolution. The key to conflict resolution is taking the time to truly listen to the concerns of other people. Therefore, my phone line is open. My door is open. And I promise to find the time to sit with you, with parents, with students, with school board members, and with community leaders to hear the concerns. I cannot always afford you the luxury of having your way, but I hope you will always feel that I value your time and, more importantly, that I value you.
I am more excited today at the prospect of coming to GHS to serve as the next principal than I have ever been in my educational career. My only promise is that I will work hard every day and allow my actions to tell the story of who I am and of my commitment to this school. I will make mistakes and work hard to correct those mistakes. And I will see successes and join in the celebration of those successes. I am looking forward to getting to know each and every one of you and I invite you to come see me this July. I’d appreciate getting to spend an hour or so with each of you before the next school year begins.
Thank you.
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