SWG#3 EDU5263 Fall 2010

Ed Bell The Man in the Principal’s Office

Time is Not Always on Your Side.

Despite what the Rolling Stones may think, time can often be a

hindrance especially in the workplace. Principals are not an exception to this rule. The principal’s role is a difficult one, they

must not only manage the day-today workings of a typical school but they must also have the hindsight and foresight to control the

past present and future in order for their institution to continue to operate. This task often requires the principal to delegate duties

to staff members and require assistance from the school board but ultimately the ownership and responsibility lies on the principal’s shoulders.

A Year in the Life

Begin planning for the following school year only three months into the current year. Submit next year’s estimated budget in the first week of December.

Target student teachers that show promise in hopes of hiring them for the following

school year in the month of February. Ask faculty their preferences (grade, room etc.) for the following year and already

begin to make assignments in March. Curriculum changes done by April

Inform teachers to begin preparing major assignments for the following school year in April.

Students attending next September need to be brought in to school in May with their

parents to prepare them for next fall.

Critical Analysis

Talk as the work: “Begin thinking about the class assignments” is an example of Gronn’s analysis of control. In this case it appears that Ed Bell might be using reply ii: Talk at. Although

this may be a general statement to all teachers it is very clear that Ed is talking at his faculty.

Seven-Lesson School Teacher: Gatto lists the first lesson every teacher teaches, confusion, and

in this case the lesson is being taught amongst staff. This confusion most certainly gets relayed to the students. While Ed is caught in the future and his teachers are dependent on him for the

present we see a disconnect that is the result of to much being taught or in this case managed.

“Another thing that Ed often does is get all hepped up about next year at the close of the year. He might as well

give up, because teachers are too tired, too involved in the winding up of the classroom, to get very excited about

next fall. And it’s very boring to the staff that are not coming back to talk about next year’s class.” Teacher, Taft

Elementary

The notion of a principal living on an overlapping 19 month calendar is extended to all contemporary school settings despite the fact that the job description given by most principals involves starting and finishing a 12 month year where for nine months the primary focus is student learning.

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SWG#3 EDU5263 Fall 2010

The cycle of the principalship 2010 : A Glimpse at Hadley

Within the halls of Hadley Junior High School in Gatineau, Quebec students and teachers alike are

filled with a sense of enthusiasm that only a Friday afternoon can bring. Administrators are without this unbridled joy for the weekend as that would imply that there week was coming to an end.

While the majority of the school’s inhabitants will enjoy the first week of Christmas shopping the administrators will be attending school success plan meetings and the only other people in the

building will be the schools after-hours maintenance crew.

This is the norm for an administrator, while others are enjoying a well deserved break they are held

accountable to work longer hours and during the summer months. The planning for the current school year and future school years are done well in advance and in conjunction with provincial

and regional governing boards. In the case of Hadley, a three year plan is created. This three year plan follows the school’s mission statement, objectives, and includes detailed strategies and action all of which are compiled into what is known as the school success plan. The ultimate goal for the

principal is to help plan this three year endeavor and ultimately see it through. This differs in comparison to the world of Ed Bell seen in Harry F. Wolcott’s The Man in the Principal’s Office who

lives on an overlapping 19 month calendar that focuses on three separate school years because the plan is created and then committed to over the three year course and then not until the end of the

cycle does the focus shift to planning the next three years. The principal’s main goal in planning this three year cycle is delegating and appointing colleagues to ensure its success and allow for a concentrated focus for holistic success.

Compared to the “to do” list Hadley seems to have found a different schedule. For example

students who are new to Philemon Wright High School and Hadley Junior High School are given an orientation day during the first few days of the school year. These days are dedicated to the

typical grades that have new student populations. For instance the first day of school is only open to grade 7 and grade 9 students. The following school day only grades 8, 10 and 11 can enter the building and the grade 7’s and 9’s are asked to stay home. On the third day all grades are brought

in.

Often times the frustration and confusion of planning on a three year calendar is passed on to staff members. This is also portrayed in Wolcott’s ethnography. Whether or not this confusion that is also relayed in Gatto’s “Seven Lessons…” accidentally or not is a matter of debate.

My actions to date are not focused on one school year but on carrying out the three year school

success plan. Dodi Payne, Vice-Principal, Hadley Junior High School

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SWG#3 EDU5263 Fall 2010

WHAT TO EXPECT AS A PRINCIPAL...

Conformity

The terms “autonomy” is very present in the day in the life

of a principal, and there is a realization that there may be a battle between the ideas of:

o Individual vs. Institution

o Control vs. Autonomy

Bring on the

Learning Revolution

Teaching the

Individual

http://www.ted.com/talks/sir_ken_robinson_bring_

on_the_revolution.html

As principal Ed Bell states: “Most of us don’t want to give up our autonomy for the sake of conformity. I’m high on that list”

(Wolcott, p. 208). Ed understands the power of the central office (aka. the school board); however he also speaks to us about the

strategies he uses in order to achieve autonomy. For example, making sure there are few complains, going ahead with a program

without making a big issue, and as Ed states – not doing anything that will “rock the boat too much” (Wolcott, p. 209).

Principal socialization Socialization relates to the role the principal takes (i.e. knowing what behaviour is appropriate)

Different kinds of information principals control and use (i.e. knowing information about different people)

Socialization related to the educator subculture (i.e. how well you do as a principal depends on your socialization skills and efforts; need to know how to interact with colleagues)

Expectations of professional behaviour (i.e. accumulated wisdom based on years of professional experience).

YOUR GUIDE TO BECOMING & REMAINING A PRINCIPAL

So you want to become a principal? Career decisions about becoming an administrator are made early. In order for you to become a principal there are two processes are linked to ideas of:

(a) “Sponsorship” (aka “sponsored mobility”) Many current administration will “recruit” those they can see will be beneficial to a school’s

administration; these current principals are essentially “sponsoring” others to become a principal. This idea is proven through Wolcott’s ethnography – stating that: “Sponsorship appeared to have

been a key factor in the process by which many of the principals in the district had achieved their administrative status” (p.194).

(b) “GASing” (aka “contest mobility”) meaning, “Getting the-Attention of-Supervisors”

The key in GASing is to get the right kind of attention without appearing that you are trying too hard to get it. (Wolcott, p.198)

The idea of GASing can also be linked to formal academic preparation; school administrations generally do put a high value on professional training in education. Therefore, if you want to get into

educational administration make sure those credentials are there!

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SWG#3 EDU5263 Fall 2010

“Between two thirds and

three quarters of the total

working time of a

principal or

superintendent is spent

talking...talk is the work”

(Gronn, 1983, p.2).

CRITICAL THINKERS: WHO NEEDS THEM?

After looking at what needs to be done in order to become a

principal, and what to expect as a principal – it is important to see that all these ideas are connected to research that has been done in

the field of education. Mary Metz in the article “Real school: A universal drama amid disparate experience” (1989) relates the idea of conformity in education back to what we need to expect as

principals. Metz (1989) looks at the idea of teachers as “normalisers”

– also bringing back the idea of control vs. autonomy. As principals,

it is important to make sure teachers are teaching the individual; we need to learn how autonomy can be used within the school we run.

In the article “Talk as the Work: The Accomplishment of School Administration” (1983) Gronn’s ideas can be related back to the idea

of socialization in supervision or socialization as principals. Peter Gronn suggests that talk is the medium for interaction. We learns

that talk can be used to build coherence, consistency and meaning in the institution if used correctly. For example, within the central

system of the school board there is constant upward and downward communication between teachers, students, administration etc. – the flow of communication within the system is important.

-THEY SAID WHAT?!?-

Through reading some of the suggestions – some might be thinking “Is this for real?” It is a very

important to ask – do these ideas presented actually play into what happens in the educational system today. It is clear that much of what is going on in terms of becoming and remaining a principal does

happen in today’s society. One principal stated: “I likely got the job not because I was the person they wanted, it was to keep out the people they didn’t want” (High school vice-principal in Whitehorse,

Yukon; October, 2010). This really demonstrates the importance of being in the right place at the right time.

As Ed Bell also states: “I think it’s just luck, catching someone’s ear, or being at the right place at the

right time. There were other guys who had been around longer than me when they asked me to take on my first job as an acting principal” (Wolcott, p.193). Each principal is there for a reason, and in order to

get into that position you need to be able to get noticed by those who “matter”.

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SWG#3 EDU5263 Fall 2010

THE PRINCIPAL AS SOCIALIZER Socializer

In a school, the principal plays the role of socializer. New

teachers experience cultural compression as they encounter culturally patterned “boundaries of acceptable behaviors”

(Wolcott, p.229) that fit into the school culture. They are judged by how well they conform to the culture. The

principal may attempt to enculturate experienced teachers who do not share his or her educational philosophy by giving them a negative performance evaluation or by

suggesting they should transfer out of the school. Teachers who do not agree with the principal’s pedagogy may be

socialized out of the school or they may attempt to counter-socialize the principal. Teachers who do not depend on their

teaching job for status or for income may be partially immune to socialization efforts.

Loosening the Coupling

The formal teacher evaluation process mandated by central office is tightly coupled to the “organizational rules and policies” (Wolcott, 2003, p. 268) of the educational hierarchy. Ed had to evaluate new and specific experienced teachers each year. He followed a prescribed process and completed specific forms in a set time frame to send to central office. Ed used the teacher evaluation process to socialize teachers into his pedagogical vision for Taft school or to encourage teachers who did not fit in to transfer out of the school. Although Ed attempted to “define the situation and [teachers were] expected to fall in line with that view” (Gronn, 1983, p. 12), a teacher used talk as “an instrument or tool” (p. 2) to challenge Ed’s evaluation of her teaching. In doing so, Mrs. Skirmish counter-socialized Ed and he loosened the coupling between the final evaluation forms he submitted to central office and his general impression that she was a traditional teacher who could not change. This demonstrates Weick’s (1976) concept that there is “increased pressure on members to construct or negotiate some kind of social reality they can live with (p. 13) in a loosely coupled world. Mrs. Skirmish wanted “one tangible reason” (p. 263) why she should be dismissed since “the things [Ed] mentioned as weaknesses were mainly what [her] last principal had mentioned were strengths” (p. 262). The fact that the same teacher could be considered effective by one principal and ineffective by another for the same reasons highlights Young & Levin’s (2002) insight on how difficult it is to agree on what teaching practices should be in place in schools.

Socialization tips from Taft teachers

-“A school […] has an atmosphere that either fits, or does not fit, yourself as a teacher” (p. 231). Find a school that fits you.

Kay Johnson, new teacher -“‘tighten up’ after you’ve been nice and easy” (p. 233) and be prepared for the principal to drop by.

Mary Lou Berg, new teacher - Don’t ask to leave school to attend a church conference and don’t leave the building before 4:00 p.m.

Alma Skirmish, experienced teacher - Do not attempt to make any changes to the system even though it needs to change if you’re going to stay in teaching. Ellwood New, former teacher and Ph. D candidate

“Socialization occurs as a function of human interaction, not merely the unilateral action of a single individual. The socializer socializes, but is also socialized in the process” (p. 266)

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SWG#3 EDU5263 Fall 2010

Source: http://timvp.com/headoftheclass

Head of the Class

http://www.youtube.com/watch?v=

KZcMIL5cs7U&feature=related

http://www.youtube.com/watch?v=

jKUGowt_-UI&playnext=1&list=PLD605BA88

40A0A59B&index=37

Experienced teachers as socializers

In the current Ontario system the process of socializing teachers is much more difficult than in the time

of Ed Bell. While evaluations do occur and are filed with the respective school boards, their meaning is much diminished due to union influence. New teachers must adapt quickly to cultural compression due

to a shortage of jobs. In a recent situation, a principal tried to have an unfit teacher removed from the school and could not due to union protection. No matter what approach the principal took socialization was not possible. In this case the principal was able to manipulate the teacher’s timetable in such a way

that they were disgruntled enough to take early retirement. The principal fought back against the socialization from the board, union, and province and was able exert his will upon the staff of the

school. With revolving principals it is very difficult to set up a long term approach to help socialize

teachers into the school community. As a result experienced teachers are often the most influential

socializers in a school.

Analysis

Not only do we bear witness to teachers and principals being socialized in the classroom but we can also see how students engage in this process. Here we have Dr Samuels who is determined to maximize the output

of most gifted students with little concern for what they may feel. It takes Mr. Moore (a substitute teacher)

to open the students’ eyes to the fact that they can speak for themselves and no they won’t be punished. Mr. Moore is socializing the students into the school community and yet it is the students that must socialize Dr.

Samuels into the student’s world at the school. Another example of how deep socialization runs in schools. When the ideas and concepts are boiled down we find the notion socialization at the core of everything a

school does. The principal socializes the staff, students, parents and administration. On the flip side the principal is also socialized by the staff, students, parents and administration. Through looking at Ed and the

reality of these other examples we come back to the conclusion that the main goal of schooling is socialization and it appears in subtle manors throughout the building.

SWG#3 EDU5263 Fall 2010

What does SWG 3 think?

A Principled Principal

Derek Brez rants about how Ed Bell was able to enact administrative practices in schools by

being an integral part of his community, having personal conversations, and by adapting policy to suit the needs of his school in his response to Wolcott’s classic ethnography The Man in the Principal’s office (2003). Brez challenges us to consider the impact of current administrative

reality where principals are invested in their career not their school, technology is replacing conversation, and complaining about policy has replaced creative thought. He wonders how

effective Ed would be today, how the socialization of principals is enacted on women and minority groups, and how technology is impacting administrative work.

What Would Andy Rooney Think?

http://www.remotepatrolled.com/2010/05/andy-rooneys-musical-rant-60minutes/

http://edu5263.pbworks.com/w/page/30490616/SWG-3

J. Smith, teacher, writes: I read The Man in the Principal’s office after listening to Brez’s rant. All of the sudden I could see the theory that I

was reading about in the principal’s qualification course I am taking come to life. I had trouble understanding what it treating people with respect looks like until I read about how Ed Bell treated Margaret Elder. He let her know she needed to change, gave her the option to transfer, and acknowledged she had some good points such as empathy, even though he did not think she fit in with her staff. He could have just kept the negative evaluation he had written and fired her. With a concrete example of how Ed did his work in the context of Taft school, I have a better idea of what choices I would make if I ever get the chance to be a principal.

B. Quinn, principal writes: Finally a book that gives people a full picture of what it is really like to walk in a principal’s shoes. What really appealed to me is that Wolcott did not judge Ed Bell. He just showed how Ed went about quietly doing his work. It was affirming to see that Ed make mistakes just like the rest of us. I think the book shows the human element of being a principal that you don’t get in most journal articles or university courses. I hope the book shows current principals how to demonstrate compassion and caring. Our job involves more than increasing test scores and writing school improvement plans. S. Alcott, parent writes: Brez’s rant has made me sad. My children’s principal is never in the building. I just thought that was just the way it was. Now I know what we are missing. Maybe I will go to a parent council meeting now. I know what kinds of questions to ask.

Reader Responses to “A principled principal”

References

Escher, M.C. (1956). Bonds of union. Retrieved Nov 29 2010 http://www.mcescher.com/.

Gato, J. T. (1992). The seven lesson schoolteacher. In Dumbing us down: the hidden curriculum of

compulsory schooling, pp. 1-21, Gabriola Island, B.C., New Society Publishers.

Greenfield, T. (1993). Organizations as talk, chance, action, and experience. In Thomas Greenfield and Peter Ribbins (Eds.), Greenfield on educational administration: towards a humane science.

(pp.53-74), London: Routledge.

Gronn, P. (1983). Talk as the work: The accomplishment of school administration. Administrative

science quarterly, 28(1), 1-21.

Weick, K. E. (1976). Education as loosely coupled systems. Administrative Science Quarterly, 21, 1-19.

Wolcott, H. (2003). The Man in the Principal’s office. Walnut Creek: Altamira Press.

Young, J. & Levin, B. (2002). Understanding Canadian Schools. An Introduction to Educational

Administration, Third Edition. Scarborough: Nelson.