Thursday, October 20, 2022

Clearly, Clarity is Key in Assistant Principaling

        Chatting with an attorney colleague today, I was reminded of the importance of “clarity” personally and professionally.  We were reviewing some draft paperwork for my LLC and discussed how a lack of clarity often derails good business.  I thought of Assistant Principals and envisioned how much their impact relies upon clarity, as well. 

        Consider how clarity can be an Assistant Principal’s friend — Clarity in: 

            Priorities 

            Intentions 

            Follow-through 

            Self-disclosure 

            Approach 

        Clarity in priorities, as I share in All Other Duties As Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out, means knowing what’s urgent, what’s important, what’s urgent and important, and what’s neither.  “Quick and careful designation of everything in your in-box as one of these four is a helpful tool in time management and allocation of your own personal resources in problem solving” (p. 33).  This works even better if your Administrative Assistant helps sort ‘em out.  Clarity in priorities involves sharing how you make these distinctions—when and what you spend time on each day—so that you are a known commodity.  Folks will appreciate it. 

        Clarity in intentions means letting others know what’s on your mind when approaching them, requesting something, and/or in asking questions, as an Assistant Principal’s role is often investigatory and has influence.  Clarity here involves frontloading why you are asking about something or are interested, such as “I am trying to gather some ideas for a new student commons area, will you stop by the office later today for a chat?” as opposed to, “Will you stop by the office later today for a chat?” and leaving it  the latter.   Clarity here [for comfort] is needed by adults in our schools, as well as students. 

        Clarity in follow-through means letting persons know what you plan to do next, rather than leaving them guessing.   If you plan to take a few days before making a decision, mention it.  If you plan to take steps in corrective action, share [if prudent to do so].  If you really don’t know what you are going to do next, say “I’m not sure.”  Clarity in follow-through gives folks an assurance the situation is in your genuine and capable hands, and they can move on.  Clarity here involves acting definitively, not waffling. 

        Clarity in self-disclosure means having healthy vulnerability—not being afraid to let others know you’re human, apprehensive at times, or need help.  Key in self-disclosure is to know where you are centered—this helps compartmentalize bias, control emotion, and navigate smartly.  Clarity in self-disclosure means sharing how you are handling professional things personally.  It puts others at ease by modeling openness. 

        Finally, clarity in approach means establishing [in word and deed] a professional identity others can count on—a known commodity.  Recently, I was in a school observing a literature teacher facilitate a class discussion on auteurism, derived from the work of Francois Roland Truffaut, noted French film director. An auteur is an artist with such distinct approach, their style is often a metaphorical signature on their work. American film director Steven Spielberg comes to mind.  Do you have a signature in your Assistant Principaling?   Is there theme to your palette? If it helps you explore, Solution Tree Press offers a no-charge reproducible—my “Tool to Develop a Framework for Decision Making,” at https://www.solutiontree.com/free-resources/leadership/aodaa. 

        I’m glad for a timely business conversation inspiring clarity’s friendship for all of us.  Let me know what’s clear and what’s not, ok?

Tuesday, October 4, 2022

A Developing Theory on #2's in Schools

        I am committed to honoring an Assistant Principal's MANAGEMENT. 

        Not often as celebrated as Leadership, can management reclaim the positive definition embraced in other professions? Management in education is critical, yet misunderstood. 

        To focus more on Assistant Principals' becoming instructional leaders is well-established, well-intentioned, seemingly preferable in parlance, yet incomplete. 

        Gallup researchers have noted, “Managers Are Not Just Leaders-in Waiting” . . . “The most important difference between a great manager and a great leader is one of focus. Great managers look inward . . . Great leaders, by contrast, look outward” (Buckingham & Coffman, 1999, p. 63; Gallup, 2016, p. 62). 

        Reframed, these definitions have inspired me to conceive of school administration differently. Principals look outward; they establish vision collaboratively and invite others to join. Assistant Principals look inward; they tend to the needs of the people, so that all can move mission toward vision. 

        Principals and Assistant Principals have a symbiotic thing. And on Instructional Leadership; well, that’s what our best teachers live

        Distinctions between leaders and managers elevate the importance of “#2’s” in schools and all sectors. The notion of a “#2” reminds me of the television series, Star Trek, when U.S.S. Enterprise Captain James T. Kirk would say to Mr. Spock, “Number 2, take the bridge”; or something similar. 

        Seems having a #2 around is a good idea—to step-up when needed, and step-in when appropriate. This works too, outside of intergalactic travel and expedition. 

        In such, I’m developing a theory. 

        My initial thoughts are sketched below—conceived initially while writing All Other Duties As Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out.

        Here is my first depiction, on a piece of paper while sitting with Dr. Yong Joon Park, Professor of Teaching and Learning at Indiana State University. We were chatting about educational management abroad, and what parallels and implications we might enjoy sharing. 

 


         My working diagram depicts the Assistant Principal (or any organization’s #2) in the middle. Note I use “C.O.O.” in that space; whereas “C.E.O” where the Principal is depicted. Those are my corporate parallels; rough ones, I admit. My First Break All the Rules connection includes the Assistant Principal’s  Inward Focus (Management), and the Principal’s Outward Focus (Leadership). Arrows move up, down, and around the Assistant Principal, as that is where their TEACHING influence is directed. An Inward Focus includes teaching up, down, and around. 

        Assistant Principals “teach up,” by serving as a sounding board, shield, and superpower for their Principals. In such, they help vet ideas through a whisper in a Principal’s ear; deflect impending heat, and enhance administrative effectiveness by complementing (e.g. super-charging) a Principal’s own wheelhouse. An overarching role while teaching-up is that of Confidant. 

        Assistant Principals “teach down” by focusing on people, establishing priorities, and solving problems. They do so—each minute of each hour, all day long. In such, they empower others while serving as Caretaker. They tend to the folks. This is particularly true for their relationship with students and families . . . some might say teachers and staff as well, every so often. 

        Assistant Principals “teach around” by working collaboratively with other school interventionists, such as Deans, Counselors, Instructional Coaches, and of course, with Teachers and Staff—all who work to build individual and collective capacities that support student and school success. 

        I’m interested in your input as I apply theory, research, practice, and conversations to what is currently in my head, and on this page. Thanks for allowing me to think out loud.  I hope to share more with you, so please reach-out via Zoom, or with a good-ole’-fashioned phone call. 

References

Buckingham, M., & Coffman, C. (1999). First, break all the rules: What the world’s greatest managers do differently. Simon & Schuster. 

Gallup (2016). First, break all the rules: What the world’s greatest managers do differently. Gallup Press. 

Roddenberry, G. (1966–1969). Star Trek. United States: As televised on the National Broadcasting Company (NBC), Inc.