What Do Principals Actually Do?
"People buy into the leader before they buy into the visions." John Maxwell
This is currently my 12th year as a high school principal in a large suburban area. Prior to this, I served as a principal of an elementary school for another 4 years. In this span, I have been asked numerous times about my job. Usually it takes the form of statements that begin with, "I remember my principal...". Often it is followed with an unusual anecdote about their principal and, more often than not, an unflattering story of their experience. I chuckle and retort that things are different today. What does this mean when I say that things are different? Well, in this age of changing technology, instant gratification, uber-speed changing mores, and an ever-increasing sense of entitlement among all ages, the job of school principal has taken on a multi-faceted role.
Most people have their thoughts about the modern school principal. Often it is framed by those principals depicted in the media or on television/movies. If you think back to many of the principals on television, we are the bungling baboon that is a mashup between policeman and clown...demon and goofball. We are lucky to be seen as Mr. Belding (Saved By The Bell), Ed Rooney (Ferris Buller's Day Off), or the venerable Richard Vernon (Breakfast Club). How about being depicted with the wisdom of Principal Seymour Skinner (The Simpsons)? We have yet to be dramatized as anything close to the real dose of the current, modern principalship. What would that role look like? To get a better view of this, let's analyze some often related tasks and endeavors that I have done during this current school year.
I have spent significant time this year as a politician. I balance the competing interests of staff members within the same departments, and on teams and committees. There are a variety of issues that compete with a teacher's time and focus. Often, I play bodyguard ensuring the safety, well-being, time, and attention of teachers. I work to see that the teacher is respected and honored by students, parents, administrators, county office personnel, vendors, media, and the community. Every one of these groups has each reached out to get a "few minutes of their time". My job is often to serve as bouncer if any of them get out of hand with their expectations of time. Interestingly, each of these groups want to "honor" teachers, but really they each want to benefit themselves. This constant request pulls on teachers who simply want to spend time with their students. Sometimes the role of protector goes beyond their time. I have played policeman for a teacher from a rage-filled student, an angry parent, the rampant snake on the loose, tail-wagging dog, and the cold-calling phone solicitor. In other moments, I spend time doing the same functions for office staff, custodians, counselors, cafeteria workers, and maintenance staff.
Ideally, I get to spend time running the organization as the chief executive officer, mayor, and learning specialist. These roles are done in bits and often within the realm of heavyweight consequences. Some of my favorite functions are: strategic planning, budgeting, human resources, instructional supervision, professional development, and building the functions of the school of the future. The difference between my job and that of other leaders/managers is the element of scale and timing. Scale and timing are two concepts very familiar to school principals. By scale I mean the overall size and direct effect that I have on the given organization. For example, I can meet with my team and plan directly the direction of the organization that I am tasked with running. Many leaders in other industries must go through many steps to finally set direction. The school is a microcosm and universe all to it's own. It has an environment and culture.
The scale is totality. As a principal, scale means that all weight for all actions lies with you. Accountability is not enough of a word to fully describe the pressure a principal feels. Timing refers to the speed and pace at which the daily work occurs. With 3000+ students moving into at least 7 classes every 50 minutes as well as the 250 staff members all interacting together and with students, many interactions, problems, and opportunities occur. The "current moment" can rule your world as a school principal, however we plan long term, act in the current moment, assess and implement for a future orientation. These many functions occur quickly and in chunks of minutes. The attention of school leaders must be focused on exactly what you are performing at the moment. Some days, I may have 15 minutes to work on a budget, and be interrupted by a fire drill. I return to the task of budget only to be stopped by an angry parent that needs my attention to solve an issue. Returning to the budget, I attempt to focus again and get distracted by the bell to lunch. I am scheduled to monitor the hallway during the first lunch. Hungry, I return to the budget, yet again, and have a sustained 10 minutes to work. I feel lucky that I can get most of it accomplished. I stuff it into my bag to work on at home later that evening.
The timing and pace of the work is best described as choppy, intermittent, small interrupted segments. Principals need to acquire their focus on elements quickly. Often, I describe this accountability as a weight in the middle of my chest. Some days, it is a light pressure resembling a skinny elephant kneeling on me. Other days, it is a gargantuan elephant that is jumping down to focus its weight in the center of my body. Each day brings a different feeling. Albeit different, every single day has that same pressure.
My "typical" day as a high school principal:
4:00 AM Wake up to start the day
6:50 AM Leave home to go to work
7:30 AM Arrive at Work
8:00 AM Greet students entering the front hall of school
8:35 AM Meet with administrators to discuss day/issues
9:00 AM Meet with teacher to discuss feedback of an observation
9:25 AM Sign checks from bookkeeper
9:35 AM Meet with Head Counselor about student abuse issue
9:45 AM Walk to receiving dock for facility discussion for future growth
10:05 AM Telephone Human Resources to ask questions about prospective teacher (re:certification)
10:15 AM Talk with 12th grade student to encourage failing (concerned) grades
10:35 AM Returned telephone call to a parent concerned about their student's grades
10:50 AM Called colleague Principal to discuss upcoming basketball game
11:05 AM Planned and wrote agenda for upcoming meeting with administrative team
11:35 AM Met with Assistant Principal to discuss outcomes of a student's IEP meeting
12:00 PM Supervised Lunch & Learn hallway during first lunch
12:00-12:45 PM Talked informally with students while on lunch duty
12:55 PM Walked through the Counseling Office between lunches to share with Counselors
1:05 PM Supervised Lunch & Learn hallway during second lunch
1:15 PM Discussed student discipline situation with Assistant Principal
1:45 PM Walked to parking lot to discuss traffic pattern ideas with staff member
2:15 PM Sat down at my desk to eat lunch
2:35 PM Returned phone call of a parent concerned about school issue
2:55 PM Follow up discussion with Assistant Principal regarding discipline situation
3:15 PM Signed documents requested by various procedures and policies
3:35 PM Prepared to monitor hallway during afternoon dismissal
3:40 PM Supervised dismissal of main hallway
4:00 PM Welcomed visiting parents for a meeting with staff
4:10 PM Walked to gymnasium to watch basketball practice begin
4:25 PM Returned emails of colleagues, parents, students, and vendors
5:00 PM Prepared my office and desk to leave for the afternoon
5:15 PM Left school to attend off campus meeting
5:45 PM Arrived at Board of Education Office to attend meeting
6:00 PM Attended meeting
7:30 PM Left Board of Education after meeting concluded
8:00 PM Attended basketball game
9:20 PM Left campus to go home
As you see, neither Principal Seymour Skinner nor Mr. Belding could function in today's school environment. Serious student issues, huge budgetary considerations, implications that could cost a student future educational opportunities, and the ever-increasing pressure from students' emotional needs are all too much for anyone not operating at the highest levels of commitment and caring.
