The Good and Hard Work of Educational Equity

Addressing equity in education is good and hard work. When visiting schools, I’m inclined to pay close attention to issues of access, opportunity, fairness, resource allocation, and personnel deployment. I find each has a common thread, if done well—a commitment to equity. 

Equity is both good and hard to leverage, in part the latter because some of us doing the work have not experienced existential inequity. This can result in mis-identification of other factors detracting from the school experience or student success when systemic inequity is more the problem. 

Assistant principals can serve as champions of educational equity, as I share in All Other Duties As Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out. I note, “Schools, as much as society, inherently contain a certain amount of power, privilege, domination, and inequity that has developed over time. You must safeguard against this,” (p. 134). Additionally, “In your role, you must honestly recognize whether your school has fallen short in terms of access, equity, diversity, and identity . . . Doing the right things has to do with who you are as a person and as an assistant principal” (p. 135). 

In my book, I share specific strategies to address inequity, include leveling the playing field (p. 137), cultivating counterspace (p. 138), protecting safe zones and lifelines (p. 141), and doing difference differently (p. 142). These efforts take us to the edge of uncomfortability (“discomfort,” said more traditionally), and this is both good and hard. At that edge (of uncomfortability), I often see a few things occurring in circumstances where educators struggle to move critical conversations toward positive outcomes.

Observation One: Certain topics are hard to navigate with enough commitment to see the conversation through, toward a better place: 

One such topic is microaggressions (I use the term assumptive aggressions), “…words or actions that discriminate, usually subtly or unintentionally, against marginalized groups” (p. 136). In discussions regarding microaggressions, a point of contention can involve whether the person committing such “meant so,” or not. Wise assistant principals recognize privilege as inherent in such point-making, and address with resolve. With candor and compassion, they share microaggressions are borne of pernicious assumptions that undergird our values, beliefs, and behaviors. While often unrecognizable to the person manifesting them, they do influence what we say and do. Other persons can see these assumptions rather clearly—to use a metaphor, they quack like a duck when the duck doesn’t even know it’s quacking. 

Assumptions are borne of vicarious experiences; thus, the forces curating learned microaggressions are, by any definition, harmful. So, while one might say they did not intend to commit a microaggression, there is something inside of them—or something that has happened to them—that explains why the microaggression occurred. Once identified, one should become curious and commit to doing something about it, to reflect, reframe, and grow. 

Observation Two: Dialogue on inequity in education can bring inequity to a critically equitable conversation. Not all persons with insistent perspective provide informed contribution: 

At times, those who are the loudest or most frequent voices take conversations in the wrong direction. They can avoid a clear-and-specific naming of what they cannot or do not want to see (e.g. inequity), to be replaced by what they can or want to see (e.g. external circumstances deemed beyond their control for current states of affairs). Systems, policy, society, the media, children’s behavior, school readiness, and abrogation of traditional values and/or family responsibility are commonly attributed, as is an over-emphasis on high-stakes testing. Could these detours from conversations on inequity be indirect pleas, for greater self-efficacy in fostering interest, engagement, and success in schools (i.e., educator insecurity and a lack of confidence)? 

Consider that the quieter voices in critical conversations are often pillars of equitable practice with potential for fostering collective efficacy in their colleagues. Voices not shared are, perhaps, inequity at another level—adult-to-adult. A compassionate, open, courageous, and vulnerable meeting facilitator is needed, honoring all voices equitably. Assistant principals can accept this call. 

Observation Three: Sometimes the well-intentioned are not current on cultural humility, diversity, and social justice. 

An example of this would be the person who says they do not see color, noting, “We have one race, the human race.” Or they say they don’t discriminate or harbor racist beliefs, because they have a black or brown friend. Some may even use pejorative terms without realizing they are antiquated, counterintuitive, and harmful. Others toss around opinions on Critical Race Theory without even knowing its definition. In addressing, it’s best to leverage compassion in educating. Someone without grace, jumping all over another who commits an insensitivity, does not further dignity or build trust. 

Again, this is why assistant principals are key—guiding us into deeper understandings of difference and persons who have been marginalized or minoritized, and as well calling-out generational, systemic inequity that still exists. Research shows persons in the majority shy away from difficult conversations regarding race, a powerful illustration that we have a long way to go. 

Addressing equity in education is good and hard work. Are you ready to take these conversations to the next, critical and equitable level?

Teaching Never Ends When Assistant Principal’ing Begins

        Readers may recall from a few months ago that I was developing a theory on #2’s in organizations. At the time, it was a two-dimensional opportunity for Assistant Principal to teach, and to teach every day, all the time. Now I’m not sure whether this is an emergent theory, or rather a framework or paradigm, I’m getting more excited about it all the time. And, it’s now three dimensional. 

        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.

An Adjacent Space

Recently pondering the notion of an Assistant Principal’s blind spot, I happened across an assets-based discovery – An Adjacent Space. 

Here’s how it occurred. 

I was on my morning walk the day Dr. Frederick Buskey of Strategic Leadership Consulting was to interview me for a taping of The Assistant Principal Podcast. Will be out in late January/early February, and I’m excited about it! What a great opportunity and true visionary for Assistant Principals in Frederick. 

When I was readying a few examples for conversation from All Other Duties As Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out, I realized that the choice of details pertained more to what was in my Assistant Principal’s head space, than from any other perspective. Makes sense, I guess. 

For instance, when conceiving for the podcast of staff members who were exceptionally good in empowering to save and adopt (p. 109), or in noting the need to play catch each morning (p. 83), or the importance of developing nuanced observation (p. 44), my mind would invariably focus on students who need a bit more time and intervention. 

Those were examples I pondered sharing with Frederick. Then, more ruminating as I walked. I wondered if this was how I rolled-life as an Assistant Principal, now professor and author—thinking predominantly about those more in-need of intervention, rather than those more in-tune with agency. 

Perhaps is this is why Assistant Principals are sometimes on different and unique pages than others during the school day—our foreground is disproportionately weighted toward problem solving for those who find such difficult?? Do we default naturally into inspecting, detecting, and resolving, rather than pausing, observing, and celebrating? 

Often, it seems archetype behaviors advertise a world view borne of daily gig. I wonder how often those with whom we work might wish for a different way we pay attention. 

Let’s consider how often we think intentionally about kids who love to be in class, about those who learn for the sake of learning, or about those whom we really don’t know, because they’re quiet. What about our teachers who never send students to the office or choose not to champion anyone? They’re contributing at a distance from our foreground yet probably would do well with more of our affirmations or noticing. 

Do we provide? Possibly. 

It is with these musings I thought of blind spots . . . yet then almost immediately, imagined something else with potential. After all, a blind spot seems something we need to fix; something we hope to avoid, or at least minimize over time. In short, it’s deficit thinking, really. 

What if we considered the space outside of our immediate awareness more positively with potential to leverage rather than to minimize or eradicate. What if we instead conceived of An Adjacent Space—one that offered us another way to engage in the conversations we have, to select anew what we notice and allow into our head and heart. 

An asset. 

 I love the comedy improv show Whose Line Is It Anyway? and remember the game played by comedians called “The Three-headed Broadway Star,” in which three incredibly gifted presenters locked arms and helped each other compose lyrics to a song extemporaneously—doing so as one three-headed singer. 

What if Assistant Principals had three heads, one literal and two figurative, sitting adjacent through which to view situations and help generate choices during conversation? It might triple our acuity. 

Taking this further, what if we thought of every situation with the potential to view multiple ways—from vantage points of diverse experiences or from others not preoccupied with our daily drumbeat? 

Imagine the next time in conversation if one of our figurative heads in An Adjacent Space whispered in our ear, “Hey, this person might need you to notice or conceive of things differently.” 

 “What about this?” 

“Did you notice?” 

“You might want to . . .” 

“They may need to hear you say . . .” 

We all have the potential to reframe how An Adjacent Space can help reset—broadening and deepening the relationships we have with others and ourselves? What could this look like? 

Well, it could be using more intentionality in what we notice during “class calls” (p. 26) sending complimentary notes for teachable moments seen; it could be spending more time debriefing with parents whose students are in “the fringe” (p. 102) of disciplinary situations; or listening with more interest to teachers who are “comfortable” and part of the status quo (p. 181), to be wiser in the questions we’re asking. 

Do we have blind spots as Assistant Principals? For sure. Yet can we turn a dial on deficit thinking and conceive of our periphery as an asset—An Adjacent Space with the potential for access, development, and potency? 

 Multi-directionally.

Leveraging Your Teacher Leadership

        Great Assistant Principals recognize instructional leadership is not something brought to a school by the administrative team; rather, it’s curated through the gifts of teachers and particularly collective instructional efficacy. 

    In such, teacher–leaders model the way. 

    In order to understand how Assistant Principals can serve as point persons in maximizing teacher–leadership opportunities, we must first understand what teacher–leadership is, by knowing who teacher–leaders are. 

    Teacher–leaders: 

    Know their gigs—both content and kids; 

    Sell their craft—inspiring others to the profession; 

    Are respected; 

    Are connected, and 

    Have little-to-no desire to become an administrator too quickly. 

    Teacher–leaders are easy to spot yet are rare. They are not a normative commodity, meaning they don’t simply exist at the impressive end of any building’s normal curve of professional performance. More a criterion-referenced phenomenon, they exist about a certain value-added waterline, sporting daily those bullet points above that make them who they are, and again . . . rare. 

    So . . . When finding teacher–leaders, what should we do? 

    First, celebrate. 

    Second, learn something. 

    Third, leverage what they offer. 

    We can do so, as follows: 

    1. A few times each year as an Assistant Principal, seek private counsel from them on something under consideration, a challenge. If what they suggest makes sense, find a way to incorporate it. Then, privately thank them. 

    2. Pinch-hit and teach their class when they have things to attend professionally, or when they wish to mentor or observe a colleague. This may be a challenge for you. It’s easy to sub for one of your average teachers, as students will know immediately you’re elevating the experience. Not so much with a superstar; this’ll keep you honest with your ability to bring game, if you still have it. Additionally, it will give you and your teacher–leader something to talk about, of interest to them. 

    3. Finally, as suggested in All Other Duties As Assigned: The Assistant Principal’s Critical Role in Supporting Schools Inside and Out, “offer them the lion’s share of resources, opportunity, and authority” (p. 183), much as you do for the majority of staff working to make the school a better place; however, in the case of your teacher–leader, give them the first dibs every so often. They deserve it. 

    Outlying Assistant Principals recognize that instructional leadership truly resides in schools, with teachers. That acknowledged, if we wish for a stretch opportunity, let’s bring ourselves closer to teacher–leaders for guidance, game, and smart investment. Not only will it help elevate collective efficacy [with you a part]; it will result in your students’ finding themselves in a better place—possibly inspired into our pipeline—because of it.

Nuggets, from Behind the Chair

I often stumble across nuggets of wisdom for Assistant Principals in places with no official relationship to schools or students. It’s a constant source of joy and affirmation for how intertwined our professional roles are with the learning and living of most everyone around. 

Last week, I discerned the Assistant Principalship is much like the world of barbers and hair stylists, or rather, that it should be. I see this taking place behind the chair and upon, every time I visit for an appointment. Just thought of this again recently as my son and I met-up for a trim with our hair professional. Regarding what Assistant Principals can learn from hair professionals, let’s consider the interactional involvement clients experience. 

First, hair professionals seek input regarding the visit’s outcome—in this case, the type of haircut desired. Typically, we’re asked, “What are we going to do today?” and if the same as last time, it’s often remembered without the need for reminder. Notice the “We” in the statement—it values client agency, with our hair professional’s expressed desire to get-on-board with the vision. Might we as Assistant Principals value client agency, soliciting and embracing student and stakeholder desired outcomes in our work, as well? 

Second, hair professionals start wherever we are and strive to take things in a positive direction. Reminds me of the “Meet, then Move” strategy in All Other Duties As Assigned: The Assistant Principals Critical Role in Supporting Schools Inside and Out (2022), wherein “Meeting and moving is all about their [client] feelings, their story, their worldview, and their dignity. You want to affirm all of it” (p. 73). In the hair professional’s booth, starting wherever we are might involve challenges in the length or texture of our hair, in how many cowlicks we have standing up stubbornly—with scars to cover, moles to work around, or differences in product/skin sensitivity. Hair professionals do their level best to meet, then move, bringing us to an attractive place before we leave. As Assistant Principals, how can we also meet persons work similarly to bring about attractive results, even if figuratively? 

Third, hair professionals constantly check-in to see how we’re doing, with what they’re doing. A mirror hangs in full view, ever-present to gauge the balance of the cut or satisfaction with progress. Everything is transparent. With every step of the process, the hair professional has a perspective on how they’re doing, and we do too. They’re not shy about involving us in quality control. We are partners in the project. From whose vantage points do we as Assistant Principals gauge progress in the play-by-play of any given busy day—Ours, or others’? 

Finally, hair professionals show genuine interest in who we are while trying to do what they do. And if not genuine interest, we typically believe it so. They inquire about our hobbies, interests, and loved ones; the better ones get us talking more about ourselves than they do about themselves. When we call folks into our Assistant Principal offices, who does most of the talking, and who feels more-validated, non-judgmentally? 

Years ago, I had a barber who said he had long wished to write a book entitled, “From Behind the Chair.” I thought it brilliant and still believe strongly how much we could learn if he did. Assistant Principals can learn much from hair professionals—nuggets of wisdom abound in every visit to their business. The fact that we can learn from them, however, necessitates it seems a larger question, “Do we allow ourselves to do so, and then, operationalize in a way that works in our schools—for clients, and also for ourselves?”

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?

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.