Blazing New Trails - Connexions

144 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT
Beta, a more businesslike and serious demeanor was demonstrated by Alpha; she had a very
methodical approach when making her rounds. Her focus was on observing how closely the
curriculum was followed by teachers when she visited a classroom.
Principal Alpha wanted to give more freedom and more autonomy to her teaching
staff. As teacher A1 noted, “We have a curriculum to follow, but we are free to twist the
curriculum around as we want.” Alpha had, in her own words, “a flexible leadership style that
depends on the person, place, and situation” but always “for the benefit of the students.”
Teacher A3 regarded principal Alpha as “an instructional leader ... who knows what she wants
but she would not come right out and direct the teacher to solve the problem her way.”
Teacher A3 added that Alpha would “put the solution in a way so that the teacher will think it
was her/his idea to begin with.” She empowered teachers and encouraged them to find their
own solutions to their problems. She gave assignments, informed people of the due date, and
the job got done.
While shadowing, we noted that Principal Beta purposely and strategically wandered
around the campus and engaged in brief conversations with everyone always with a few
encouraging words to teachers, students, other staff, and parents whom she met during the day
and during classroom walk-through observations. She was quick to acknowledge everyone
with a wave of her hand, a quick smile or just a “hello.” Principal Beta’s responses and
discussions with others were usually peppered with jokes and laughter even though
discussions may have been about serious matters.
Beta credited her success with staying consistent with her “kind of conciliatory”
leadership style. She believes that “peaceful, trusting, and friendly behavior” is what made her
an effective principal and a leader of her campus. Principal Beta commented that she is
always positive and happy; having fun and laughing a lot during hard work have kept her
spirits up and helped her succeed over the years. She claimed that she is not punitive and is
very confident that her staff knows her high expectations of them. She will work with anyone
who does not meet those expectations to get them where they need to be. If a teacher “does
not get there,” according to Beta, it means that he/she may not be suited to the teaching
profession or not willing to adapt. For a teacher who cannot adapt, Principal Beta’s option
was to either terminate the employee or assist him/her in resignation, which she admitted to
have done to several teachers. She considers herself a servant leader: cooperative, nonthreatening,
and the one who uses others’ input in leading her school. Beta does not think to
be the only person who could do anything. Teacher B1 described Principal Beta as openminded.
According to B1, “[Principal Beta] listens to new ideas, allows teachers to try out
their plans of action … and empowers employees to find solutions that may not be within the
box, the norm.” She is very involved with what happens on campus, has an open door policy
wherein anyone can come with his or her concerns and questions. As teacher B4 noted, “She
has the students’ interest at heart,” and, according to teacher B3, “She is pretty forthright and
… fair.”
Both principals displayed their individual personalities: Beta seemed more an
extrovert and Alpha more an introvert. They seemed authentic, behaving naturally, and not
forcing themselves to be what they were not.
Classroom Instruction Involvement
Principal Alpha stated that her position is to be involved one hundred percent in
classroom instruction, and believes that classroom instruction is the number one priority of
the principal. She is very knowledgeable of what learning objectives are taught in every grade