UpDate - Vol. 14, No. 38, Page 5
August 3, 1995
Summer school; Academy principals share goals, frustrations

     Whether you're from Washington, D.C., Arkansas or Honolulu, or
the principal of an elementary, junior high or senior high, we all
have much in common in terms of goals, challenges and problems.
Communicating and sharing with other principals is an energizing and
invigorating experience."
     That opinion, shared by others, was expressed by Vivian Hairston,
a principal in a District of Columbia elementary school. She was one
of the 23 principals attending the University's fourth annual National
Principals' Leadership Academy, coordinated by Sue Fuhrmann of the
College of Education and directed by consultant Clark Olsen.
     The program, which ran from July 9-21 and was targeted to
principals of schools that are undergoing change, emphasizes
leadership skills and implementing school-based improvements.
     According to Fuhrmann, principals are the key agents of change
and reform in education, and the academy's goal is to tap their inner
resources and make them effective leaders.
     During one exercise, Olsen asked the principals to write down the
diamonds and stones of their jobs. Some of the principals' diamonds
were their staff, innovative teaching, good test scores and community
support. On the minus side, some cited as stones a lack of supervisory
support, financial constraints, a lack of good textbooks, the effect
of emotional and discipline problems within schools, a transient
student body and divided school boards.
     A common stone on the personal side was the lack of time to spend
with their families.
     One of the highlights of the academy program was a workshop by
Roland Barth. The noted educator has served as former director of the
Study on the Harvard Graduate School of Education and Schools,
founding director of Harvard's Principals' Center, a Harvard senior
lecturer on education for 10 years and is author of Improving Schools
from Within.
     Barth led the group in an exercise of identifying and writing
down their visions of what they would like their schools to be.
     As he pointed out in his recent article, "Coming to a Vision" in
the Journal of Staff Development, "A school with a vigorous, soaring
vision of what it might become is more likely to become that; without
a vision, a school is unlikely to improve."
     During the workshop, Barth posed some questions about principals'
visions for their schools: What are the most important elements? How
can I clarify my vision? What would happen if I flew my vision on a
flagpole in front of the school? Under what conditions might the
visions of others in my school be elicited?
     Barth suggested the principals share their visions with each
other and also with their school communities. "One way is to ask your
staff what they think your vision is and go on from there," he
suggested.
     Usually, there is a common core of vision, but those with
differing ideas and visions also are important, as these are the
people who frequently bring about innovative change, Barth pointed
out.
     Barth called principals "heroic educators" who, along with
teachers, do not always get the respect they deserve. Leading those
from varied cultures, with strongly held views, makes building a
coalition a challenge. More and more is expected of schools today with
fewer resources available, he said.
     During the session, other educators addressed the group on such
topics as developing quality in a difficult school and conflict and
change management.
     The principals gave the Delaware academy high marks.
     Caroline Wong of Hawaii said, "It's exciting to be here with
other principals, and there's a lot of synergy. Since we are not on
the mainland, sometimes there is a tendency to feel isolated and
lonely. But, I have discovered that we are all grappling with the same
questions and problems."
     According to Evelene Jones of Fort Worth, "Being a busy principal
doesn't give you many opportunities to reflect or talk to other
professionals, so this is an opportunity to interact and to share."
     Joyce Mallory of Paterson, N.J., is principal of a school where a
state-of-the-art computer system has been installed, bringing about
changes in student education.
     "There is so much going on in education today with changing
curriculums, methods of teaching, interactive classrooms and learning
styles. Being at the academy has confirmed much of what I have read
and has crystallized my thinking," she said.
     David Vaughn of Dover said, "The academy provides an opportunity
to clearly focus on our school. I never say my school because we are
all making a collective effort to work for the common good, and ideas
don't come from the top down but from faculty."
     His school also is involved with the challenges and changes
involving modern technology in the classroom.
     Fuhrmann said one of the strengths of the National Principals'
Leadership Academy is that the principals become a cohesive group.
"They are housed on campus instead of in scattered motels, they share
meals together and they get to know each other informally as well as
working with each other," she said.
     "They are busy people dealing with day to day pressures, and the
academy offers them an opportunity to get an overall picture of what
they are trying to accomplish and to meet with colleagues and share
their concerns."
     The group keeps in touch during the year and in March gets
together for another short session.
                                                   -Sue Swyers Moncure