A Principal

Doc

He stood on the school patio every morning. One leg propped on a stone knee wall, elbow on the knee, looking over the terraced parking lot below with a strong jaw, and greeting all students as they arrived at Chattanooga High School, City, in the 1970s.

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He was our principal.

We affectionately called him Doc. He was our principal. Dr. Kendrick had a sharp wit and tongue when required but also a receptive smile where necessary. He was firm when called for but supportive of all he served.

Race and the Reality

Chattanooga was a city in transition. We were in a slow march toward a majority minority school as the community’s response to busing. Dr. Kendrick had served City High as a math teacher for many years and represented the last of those who were at the school during what was considered its heyday. This was a misperception. The teachers who arrived at the school after busing began were young and dynamic. Dr. Kendrick must have recognized what they offered. Many in my class attended reputable colleges and Dr. Kendrick deserves credit for a culture that believed we could achieve.

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He respected me enough to ask that I make the decision.

Our senior year represented a significant transition and there were many idealists among us who believed we should speak up when required. When I wrote a piece meant for the school newspaper that criticized the staff for their response to our class, Dr. Kendrick brought me into the office to discuss my position. He didn’t demand I keep my post from the paper. He respected me enough to ask that I make the decision. I respectively declined after he listened and understood my stand.

My writing was highly critical of staff in a school facing a significant transition. Although Dr. Kendrick honored my decision, the last edition of our paper was not published. I suspect the paper’s sponsor, and his colleagues ,played a role in that decision. I was brash and full of myself. As would be expected of a confident 18 year old, I didn’t see the whole picture, but a only the grievance of expectations unfulfilled. Doc continued to greet us at the patio until the end.

What I Discovered

My basic leadership philosophy as a principal revolved around the desire to be present. I had read and been advised that the best strategy for establishing a safe school was to be seen by staff and students throughout the school day. My instincts were that I wanted to be there for the students, and I enjoyed being with them every day.

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There were only so many hours in the day.

The growing demand for data analysis about test scores and numerous observations of all teachers made that more difficult. There were only so many hours in the day. However, I made a point of greeting my students as school began and regularly moved through the school during the day. Finishing the paperwork without compromising time with students and staff often meant late evenings responding to district emails in the office.

A Mystery

A principal is a bit of a mystery to school constituents. The demand for the position is organizational, academic, and political. The principal is the face of the school but can get stuck in the office dealing with the minutia of curricular mandate and district policy.

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I learned early in my tenure as principal that my role was like that of a Sargent Major

I learned early in my tenure as principal that my role was like that of a Sargent Major where I lead the teaching staff while responding to the district mandates from superiors. Meanwhile, I was expected to make students feel safe and parents know that my priority was maintaining an ideal learning environment.

Why Autonomy Matters

If we want more schools to thrive, we need to give principals the autonomy to use a school’s resources in a manner that best serves the students and staff. A principal should be trusted to make the best decisions based on the circumstances at school he or she serves. No one has a better understanding of the needs of a school than the principal and his staff. Although generalized data can give a snapshot of a school, only being on the campus can provide meaningful insight into the needs of the students on that campus.

_____________________________________________________________________________________ As a principal, I learned that a principal is more the victim of material

circumstances provided, or denied, from above.

As a student, I saw Dr. Kendrick as an ultimate arbiter. Large and in charge. In that role I learned that a principal is more the victim of material circumstances provided, or denied, from above. What Doc really taught me is that responding to the personal needs of students provided the best environment for opportunity. Some might say being principal is a thankless task. I believe it is critical.

© Paul Bonner