Just this week, I had the opportunity to air a national Assistant Principal podcast with Dr. Frederick Buskey of Strategic Leadership Consulting. It’s available at https://www.frederickbuskey.com/appodcast.html. In it, we discussed my conceptual model’s development at length, and I’m including it here with visual complement, so as to further and strengthen our conversation with Assistant Principals in the field.
I think my theoretical depiction holds true for #2’s in all sectors and industries, including Chief Operating Officers to their Chief Executive Officer, or a Chief of Staff or Vice President to a President, or a Associate Dean to a Dean . . . or particularly Assistant/Vice Principals to Principals. Will you let me know?
Here's it, visually.
I’ll now describe.
Number 2’s in all organizations, in particular Assistant Principals, teach UP, DOWN, and AROUND all the time. Again, teaching never ends when Assistant Principal’ing begins.
When Assistant Principals teach UP, they serve as confidants. In such, they serve, providing quiet and thoughtful feedback that is not shared outside of a private office for their leader’s consideration, use, or decision not to use. They also safeguard, offering wise counsel on the potential results of leadership decisions, or deflecting the criticism from their leaders. Finally, they supplement, allowing for their own skillsets and talents to complement and/or offset those of their leaders, so that they are an extension of their leader’s strengths and leadership effectiveness.
While Assistant Principals teach DOWN, they serve as caretakers. With such, they prescribe what is good for the persons who entrust them with their care. They protect those who need such, even if at times . . . it is from themselves. And they problem-solve, helping others go from where they are to a better place of life and living.
As Assistant Principals teach AROUND, they serve as collaborators. In such, they manage colleagues to help you move the organization’s mission to their leader’s vision. They also motivate others to accomplish things that they might think are unreachable. Finally, they model the way to show that all things are possible, and that they are willing to do what they ask of others, as well.
I’d be interested to see if this resonates with current Assistant Principals. Initial conference and training reactions have been particularly powerful with this notion.
In my book, All Other Duties As Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out, I say “Taking time for teaching is important because it inspires students. The school experience, no matter its quality, starts students on a pathway to their dreams” (p. 158). I believe this inspirational obligation as well applies to Assistant Principals interacting with ALL in our school setting—to those with whom they teach up, down, and around.
Yes, students have dreams, and we are here to teach and encourage them how to embrace and pursue. Adults have dreams. Our principals, for instance, are moving school mission toward vision: professional dreams, one might say. Principals have personal dreams as well. Friends and colleagues as teachers and staff are pursuing their own paths toward self-actualization, which is what dreams can be made upon.
This obligation to teach, is really an opportunity to pursue our dreams as well, if we allow.
Thanks to all Assistant Principals who serve as some of our nation’s best teachers, and to #2’s everywhere —with life as their curriculum and daily difference-making as their lesson plans. Know that you make positive contributions in all directions.