Blazing New Trails - Connexions

146 CRITICAL ISSUES IN PROMOTING ACADEMIC ACHIEVEMENT
Principal Beta provides a school environment where, she noted, they “do a lot of fun
things.” Teacher B1 described her school as having a “very positive atmosphere and human
support in all programs.” Besides the customary birthday celebrations, the teachers and staff
might have a banana split ice cream party for any reason or to celebrate the teachers’ hard
work during a teacher appreciation week. During one of the observation visits, a group of
teachers were enjoying a soup dish that principal Beta prepared and was serving them. There
was plenty of laughter and friendly conversation in the group while the faculty enjoyed the
food. In school B, we observed that school staff members were often smiling and very helpful
when parents and other visitors came to see the principal.
Approachable to Students
Both principals had ample opportunities on a daily basis to communicate directly with
students when they made regular campus and classroom walk-throughs. In general, the
teachers interviewed for this study stated that their principals always interacted with students.
Principal Beta, as teacher B2 observed, “made [an] effort to learn her students’ names, not
just the students who are in trouble but all students who come her way.” The students seemed
comfortable with Principal Beta, not afraid to interact with her in the hallways or the
classrooms, not afraid or intimidated by her presence. They seemed to respect her authority.
By giving each student her full attention when talking to him or her, she displayed an
unspoken message to the students: they are the most important people in the building.
Principal Alpha had similar experiences with her students who also, for example,
seemed comfortable enough to go to her and discuss classroom lessons that she may have
introduced to them while she was visiting their classrooms. According to teacher A3, “It was
not unusual to observe students continue to tell [Principal Alpha] answers to questions that
she asked them earlier that week or that day.” Alpha stated that to be approachable to
students, she goes to the classrooms and asks them questions about “what they are learning,
how they are learning, and why they are learning it.”
High Performance Expectations
Principal Alpha created a bulletin board, and on that board, she included her letter to
the school community. Her letter essentially expressed her commitment to do everything in
her power to help the school attain excellence. Also displayed is a vision board that contains
philosophy statements and goals for this school year. Teachers also have their own vision
boards outside their classrooms where they post (with students) their commitment letters as a
pledge to hard work and excellence to reach the school’s established goals.
When Alpha walks into a classroom, she expects teachers to have a purpose for every
lesson. As teacher A3 stated, “It’s not just a class time. We’re not killing time here. We are
training children to be successful, and she wants you to want that so much that you eat, drink,
and sleep it.” The expectation of making a difference in academic performance to a student
from a low-income family is Alpha’s focus. To make high performance happen, she expects a
high level of instruction from all teachers.
Principal Beta similarly made it clear that her main mission is to help students attain
success. She expressed that she is “very passionate about … doing the right thing for the
students,” and, as such, has “very high expectations of teachers and students.” She clearly
communicated her high expectations to teachers and, as a result, they established high
expectations for their students. Principal Beta communicated her expectations verbally and in