Final Entry # 20:
The First Year Principal's
Rules of Survival


I thought it might be fun to wrap up this first year as a principal by putting down on paper what I've learned in a way that might help another first-year principal. I realize too, that if I go back and read my own writing later on next year, I will recognize my own growth, and remind myself of what I need to do.

Writing this year has been a pleasure and a struggle. The pleasure comes from taking the time to think and reflect -- and the struggle from finding the time to actually do it. For next year, I may take on the task of teaching an introductory course for aspiring middle school teachers. I figured I needed to find something to do with all of the new found time I will have as another principal takes on the diary assignment for next year.

If you are looking for insight on instructional leadership, or something deep like understanding your role in shaping school culture, you'll need to look elsewhere. But if you want to know what it takes to survive, here's what I think....

Understand Your 8th Graders

When I started the school year, the sixth graders smiled as I entered their classrooms, waving, and shouting, "Hi, Dr. Kahl!" The seventh graders approached me with a combination of "Hey, you look kinda young to be a principal" and "Do we really have to wear our uniforms every day?"

What I was unprepared for was the eighth graders. "Where did our principal go?" "Why did she leave?" "You are so mean and strict." "I really hate you and I wish our old principal was here -- the kids liked HER." "I don't want to talk to you -- I want to talk to Mr. Davis (the AP)."

It just went on and on like that for months. The kids seemed to hate me, and I didn't even know why. Then one day, it dawned on me. Kids are humans. They dislike change as much as anyone else. Why hadn't I recognized it? Why did I think I could just waltz in and be the principal?

I learned that it wouldn't have mattered who I was, or what changes I was trying to make, the kids just needed some time to learn about me and accept me. I don't think we ever really forged a strong bond, since they were leaving for high school anyway. But I'm really looking forward to starting the year with the new kids coming in and our seventh and eighth graders for next year. I'll be starting two Leadership Clubs -- one for girls and one for boys, with the goal being to get to know some of our most challenging eighth graders. We'll see how it goes

Under-Promise & Over-Deliver

One of the most important lessons I learned this year was to listen to my husband's cassette tapes on how to be an effective salesperson. Repeatedly, the strong, male, influential voice sang out, "You must under-promise and over-deliver" How right he was.

I found myself thinking up these great ideas, and then sharing them with a staff member to get their reaction. But when I did this, the staff members assumed that my brainstorming session was going to lead to action. Sometimes it did, but other times it did not. This caused a few hurt feelings and some frustration until I got smart. I realized that without knowing it, I was over-promising, and under-delivering.

An example was when I began discussing adding French to our master calendar for next year. A science teacher requested to teach it, and we began to brainstorm ways that it could work. It turned out that after I examined our master schedule needs, there was no way she could be released from teaching a science class in order to add French to her schedule. I ended up adding four sections of French and assigning it to another teacher.

It was hard to go back and un-promise the French class. Later in the year, I got word we might have to cut two teaching positions, but I had somewhat of a commitment that it wouldn't happen and we would instead be given two academic coaching positions. I simply informed the staff that we might be facing the cuts -- leaving out the possibility of the new positions. Once I had the real story, I shared the good news.

It goes against my nature to work this way, but I realized that I needed to make the change. It isn't good to get people's hopes up, and then let them down. Now, when I'm brainstorming with a staff member, I'm very careful to hold back on some of my ideas and vision. I don't want to generate enthusiasm, only to have to come back later and explain why it can't be done.

Communicate, Communicate, Communicate

I cannot stress how important it is to constantly communicate with your staff. If you don't tell them yourself, someone else will. The version they get from someone else will not make you look good, either! The problem is figuring out how to keep the communication lines open. Part of the key lies in keeping a running list of all the things you need to say to staff, and putting things in writing each week in the form of a principal's bulletin (which is separate from the regular daily bulletin).

Another important thing to keep in mind is that by walking around and talking to a few key individuals, you can "get the word out" about an issue that needs to be communicated (to stop a rumor, for example) but wouldn't be appropriate to put into writing. In one of my old administrative courses, these folks were referred to as the "gossips."

Communication will take place whether you take the time to do it or not. If you take the time, it will be what you hoped to communicate. If not, your message becomes whatever the angriest person on your staff makes it.

Hire People with Heart

I don't know how to describe it -- it is more like a feeling you get -- but you have to hire people with heart. I guess the best way to describe it is you need to hire people who genuinely like children, are enthusiastic about coming to your school, realize they still have a lot to learn, and, of course, are qualified to teach what you need them to teach.

This notion is completely different from what the researchers will tell you. Countless journal articles site a need for "content knowledge" and knowledge of "pedagogy" and go on and on about "developmental responsiveness" and other nonsense. The truth is, all of these things can be learned -- and can be learned on the job. But you cannot teach someone to put students' needs ahead of their own, or to be flexible in their thinking.

I've also learned not to "sell" my school to prospective teachers. They need to hear the challenges we face so that they can start the year ready to help us work collaboratively in finding solutions. My newest rule of thumb is to not hire people who really want to work at the high school level. Some tend to have a more rigid instructional style, and I find that many will bail out at the first opportunity to leave and go to high school.

I don't find this to be true of elementary folks, especially if they have been teaching in the upper grades. Elementary trained teachers, in my opinion, tend to be student-centered, and make a smooth transition to middle school life. I'm looking forward to hiring specially trained middle school teachers, when that becomes a reality.

Hide Out in Classrooms

It is impossible to be an instructional leader without spending time in classrooms. Yet it is sometimes impossible to get out of my office and into classrooms. One clever principal explained to me a trick she uses. She said she "hides out" in classrooms. When she needs some uninterrupted time to think through an issue, or to carefully read a memo from the boss, she goes into a classroom and settles down in the corner. She observes and scripts the lesson for awhile, and then when there is an opportunity, she takes 5-10 minutes to do whatever work she needed to get done.

It sounds crazy to folks who have never been a principal, but 5-10 minutes of uninterrupted time is truly a gift. I began to use her strategy at the end of the year, and it worked like a charm. Whatever would have come to my office door was either handled by someone else, put off for another day, or maybe didn't really need attention at all. I plan to use this strategy more effectively this year as I try to meet my goal of being in classrooms 7-10 hours each week.

Expect to Hear a Lot of Complaining

I stated this before in one of my diaries, but it bears repeating. When I started this job, I had no idea that 85% of the people who came to see me had a complaint they wanted me to resolve. Had I been more prepared for this, I might not have been so depressed my first couple of months.

But as I began to talk to other middle school principals, I discovered that they all faced the same issue. This was a relief, because I was beginning to think I wasn't doing anything right. After all, if things were going well, no one would have any complaints. Right? Wrong!

There is something about our profession that seems to generate a need for complaining When I was a waitress, I hated waiting on "school people" because they were a gigantic pain in the neck. Then I became one. It is important to just keep in mind that when people are complaining, sometimes they just want someone to listen. So I've gotten pretty good at listening, and redirecting their requests to the appropriate person if they have something that really needs to be done. But lots of times, it is just about the listening.

Go Ahead and Pick Up the Cake

I went to a workshop designed for principals, and the presenter talked about how if you are spending your time doing things like picking up cakes for parties, you are not being an effective instructional leader. At the time, I agreed with him. Now I don't. Each time I "picked up the cake" (or donuts, or coffee, or cookies), I sent the message to staff members that I value them. Besides, the fatter you make everyone around you, the thinner you will look.

This year we ordered coffee mugs for all of the staff members. On The Day of the Teacher, I donned a blue apron and went door to door delivering coffee, hot chocolate, and tea in the new mugs. The teachers absolutely loved it. No one came into my office to complain that day, and I ended up feeling great. During the winter holiday break, I shopped and decorated the staff restroom. Again, everyone loved it. These efforts may seem insignificant, and the effect may not be measurable, but I guarantee the results make the work worth it!

Write It Down, But File it Later

I struggled all year with finding a way to get organized. Then I came to the realization that it is impossible (for me, at least) to develop a system for managing papers without first living through the cycle of the job. Now I know what the year brings, what meetings I need to attend, how to schedule my day, and all sorts of other important things I didn't know when I started.

My advice is to throw most everything away (unless you possess the only copy, or unless it is related to student files, etc.). If the piece of paper is that important, you will be able to get another copy from someone else. This year I kept a huge growing stack on the floor of my office closet, because I had no idea of how to set up the files. I never once needed to get anything from that pile. So I plan to throw it all away.

I did learn that it is important to take good notes at all meetings I attended, so that I could refer to them later when I didn't understand something I had written on my "To Do" list. This year, I plan to keep some binders on my desk for things I need to get my hands on right away -- including a binder for parent contacts. I'm even creating a form to use to keep it really organized. I'm glad I waited a year to set up the system. It would have been a real time-waster to try to manage it all before I understood it.

Bring a Friend to the First PTA Meeting

When you are brand new, there are just too many things that you don't know. Facing the crowd at the PTA meetings can be overwhelming. They begin to ask questions about things that you think you should know, but don't. They begin to ask for your solutions to old problems. They are eager to work with you and make things happen. The problem is, you simply do not know enough yet about what has to be done.

I cannot describe the stress that results from being the "person in charge" and having to constantly say, "I don't know" or "I'll have to look into that." This was not the productive kind of stress, but the other kind -- the kind that paralyzes you with fear. If I could do it all over again, I would have the Assistant Principal accompany me to the first few meetings. But since the year is behind me now, and I'm no longer new, I can do it alone next year, and I'm truly looking forward to it!

Find a Mentor

At her retirement party this year, I stood up, choked on my tears, and exclaimed that I could not have made it through the year without her. My mentor was Linda Moore, a veteran middle school principal who helped me out of countless situations this year. I spoke to her nearly every day, and on some days, more than once.

The principalship is the most isolating job I have ever had, and having a mentor really saved my sanity. My best advice is to select someone you respect, and to ask them if they will serve as your formal mentor. I asked Linda what she got out of our relationship this year, and she said that she loved listening to my ideas, and the questions I asked made her think about things. So I didn't feel too guilty about taking all of her time and asking for so much guidance.

Put Your Own Children First

During my first year as a principal, my daughter began to act stubbornly (as her father stated, "just like her mother"), began to be a picky eater, and celebrated her second birthday. It would have been so easy to become so consumed by work that I missed precious moments with her. But I tried hard to keep my perspective. I reminded myself that my priority was to take care of my daughter, myself, and my school, in that order.

I learned to do my schoolwork on weekends (only during her naptimes), early each morning before she awoke, or at night after she had gone to sleep. My comp days were all used for pediatrician visits, or to stay home with her when she was sick. On the days I wasn't at school, things didn't fall apart. On the days I chose to work instead of taking care of her needs, I almost fell apart. It is OK to be a mom and work. You just can't expect to do both perfectly. I will not be the last person to be principal at Hill Classical Middle School, but I will be a Mommy forever. It's a job I have to do the right way.

Let Your Leadership Emerge

There are countless other things I learned this year, but my space is limited. I guess I could sum it all up by saying that you have to let your leadership emerge. Getting the keys to the building doesn't make you a principal. Neither does attending budget, discipline, or reading workshops. Hard work, challenges, triumphs, and disappointments are what the principalship is made of. If you seek glamour, you need not apply. Although I am not there yet, this year I took the first steps in becoming a middle school principal.

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