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The standards for school leaders developed in 1998 by the American
Association of School Administrators (AASA) include two areas that
relate to a principal’s role as diplomat: "skills in school
governance and collaborative policy formation that demonstrate an
understanding of the larger… context" and "effective
communication and community relations skills." Acting as a
liaison with the various stakeholders throughout the implementation
of a reform program, a principal’s diplomacy often comes into
play. Interaction with district personnel and superintendents is
crucial in helping to ensure that policies and resources are in
place so the school’s internal change climate can flourish.
Many see a social worker’s job as helping children who come
from troubled homes or who have other problems. Seen in a broader
context, the role of a principal as social worker can encompass
work in fostering collaboration with families and other community
groups to support students. Another part of the principal’s
role as social worker is to establish a safe and comfortable environment,
one in which students can grow academically and emotionally, but
also where teachers and staff can take risks and stretch professionally
within the context of school change.
As a mentor, a principal shares professional knowledge with teachers,
but also, according to Liz Melson, a principal at Jefferson High
School in San Antonio, "models ‘expected behavior’
for teachers; communicates a willingness to be open, nonjudgmental,
yet focused; creates a vision and confidence that there are no insurmountable
obstacles to dreams, wishes, and potentials; and advocates for their
rights and needs." In
Issues … about Change (SEDL, 1999, v7.2), the value
of a nurturing relationship between principal and teacher is explored:
"One teacher explained, ‘The principal strongly encourages
the teacher to identify and try new things that they feel might
be beneficial to the students. When she does this, the teachers
feel no threat of failing, for the principal gives them full support
under any conditions.’’ The role of mentor is particularly
important for principals to take on in the process of implementing
change, not only because of their instructional experience, but
also because they can see the big picture. They are aware of the
culture of the school and the issues facing other teachers, particularly
those challenges related to reform.
More and more principals are spending significant chunks of their
time working in a public relations capacity to ensure commitment
from the parents and community alike. As language from the corporate
sector filters into the world of education, references to parents
and community members as stakeholders and students as clients are
becoming more commonplace. This language emphasizes a renewed focus
on the learning outcomes for the student. For reform to work, there
must be broad-based support for the school’s improvement efforts,
and that support will evolve as stakeholders learn about the program
and what is happening at the school. Trousdale, who has had significant
success in implementing the El Paso Collaborative for Academic Excellence
reform model, feels that her role of providing PR for the school
is a primary function of her position. "It does no good to
do great things and keep it to yourself. I welcome every opportunity
to open doors to visitors, and I share the story of our success
whenever I can."
Coaches do much more than simply teach team players the requisite
skills. They set goals for the team and inspire them to reach those
goals. They give team members the knowledge and drive to practice
and improve their skills on their own. They make sure the team is
working together effectively toward a common objective. They strategize,
identifying areas for improvement by looking at the team’s
past performance. In much the same way, a principal creates a vision,
sets goals, builds a strong team of teachers, encourages skill building
and continuous learning, assesses performance by looking at data,
and provides inspiration.
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