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Margaret Carter. The New Principal
Preface
Know the School
To What Type of School Has the. Principal Been Assigned?
How Large or Small Is the Staff?
What Administrative Teams Are There?
What Kind of Neighborhood Is the. School Located In?
What Parent Groups Are There?
Is There a Formal Staff Union or. Teacher Organization?
Know the School’s Finances and Sources of Income: Federal, State, Local, Special
Are There External Resources That Can Be Accessed?
How Does the School Function within. the Neighborhood?
Does the School Have a History of Constant Crisis or Is It a Calm Oasis of Learning?
What Are the Customs or Traditions of the School?
Know the Staff
How Large or Small Is the Staff?
How Many and What Kinds of Departments (Teams) Are There?
Are There Deep Divides or Factions within the Staff?
How Invested in the School’s Success Are the Staff?
Are the Staff Motivated by the Same Kinds of Things, or Are They a Highly Individualized Group?
Hiring New Staff
Retaining Good Staff
What Is Alternative Certification?
Informal Leaders
Who Are the Most Powerful People in the Building?
Who Are the Most Vocal People in the Building?
Are You Willing to Share Power with. This Colleague?
What Is the Power Source of This Person?
Know the Community
In What Kind of Environment Is the School Located?
Are There Recent Changes That Have Had a Major Impact on the School?
What Is the Psycho/Social Makeup of the. School Community?
What Are the Constant Issues That. Must Be Dealt With?
Who Are The Community Leaders?
What Type of Communication Is Preferred. by the Community?
Know the Goals of the. District and School
What Are the Goals of the School District?
What Are the Goals of the School and. How Are They Developed?
Is the Community Aware of These Goals?
Is the Staff Aware of These Goals?
Time-Sensitive Goals
Know Yourself
Who Are You in Your Role as a Principal?
Emotional Intelligence
What Kind of Principal Do You Aspire to Be?
How Different Are You Outside of School. Than You Are Inside of School?
What Is Your Motivation for Being Principal?
Discipline
Negative and Positive Reinforcement
Positive Behavior Intervention
How Does District Policy Affect Your School?
School Code of Conduct or “Unity in the Community”
Manage Your Emotions (and Your Teachers and Administrators Too)
Long-Term Influence/Effect
Discipline Teams (Grade or Subject Level)
Progressive Discipline
Teacher Personality
Elementary Level
Middle School
High School
Conclusion
References
About the Author
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Why I wrote this book . . .
I’d spent many years working with students, became ill, and decided to go into management—after all, managers use different skills, and I could now sit behind a desk, run meetings, organize, and dispense orders from my office. The employees, in this case, teachers, could joyfully do as I instructed them to do and our school would take off—win all kinds of awards, and we’d all live happily ever after.
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The influence of the community informs every part of the student’s lives and largely determine how they show up for school. Is the school located in an affluent area or are parents struggling daily to survive? Are there businesses, libraries, and community agencies in the area, or is your school in a rural farm community? The school may have four walls, classrooms, and a roof, but the community may as well be inside your building.
Personal Experience
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