Includes updates and/or revisions.
For the last few years, I have worked as a school leadership coach in Oakland, Calif. Primarily, I support principals to develop their capacities鈥攚ork that gives me a wide-angle view on the daily lives of our public school leaders. I have long recognized that principals鈥� jobs are challenging, but this year I have seen Oakland鈥檚 principals rise to tackle a new array of difficulties. As 2011 unfolds, I often find myself in awe of the work they do, as well as their commitment and tenacity.
A Glimpse at the Work of Urban Principals
Administrators in Oakland must fulfill the same roles and responsibilities as principals across the U.S. However, as urban school leaders, Oakland administrators must also be adept at communicating with families from a range of backgrounds, cultures, and religions.
Like many other inner-city principals, most of Oakland鈥檚 school leaders operate with their heads in the noose of No Child Left Behind: They must raise test scores or lose their jobs (there is no such thing as tenure for principals). This is the 鈥渆ither/or鈥� with which they live, regardless of the fact that social and economic factors outside of a school鈥檚 control make these mandates much harder to meet.
More than 80 percent of Oakland鈥檚 schools are located in neighborhoods that experience disproportionate amounts of crime and violence. I work with principals who have witnessed shootings on their campuses, who have been the victims of violent crimes at their schools, and who are accustomed to arriving at work on a Monday morning to discover vandalized property. Our district also has a high rate of teacher turnover: 50 percent of teachers in Oakland leave within three years of being hired, which makes building a high-capacity teaching staff challenging. Our principals are called upon to be emotionally resilient, culturally competent, dynamic instructional leaders, community builders, and so much more.
Let me be clear about one thing, however: A majority of Oakland鈥檚 principals accepted jobs in this vibrant, diverse city because of many of these conditions. They are passionate about improving the experiences and outcomes for low-income children of color and about transforming communities into safe, healthy, thriving places. Many of our principals have led remarkable improvements in our schools in the last decade.
The Deepening Budget Crisis
Many of these gains are in jeopardy, however. The estimated budget cuts in California for 2011-12 would be catastrophic. We would most likely drop to the bottom of all states in funding of public schools (we鈥檙e currently 47th). In Oakland, we鈥檝e already had three years of budget reductions, and next year another $850 per student would be slashed. Educators here are hoping for an 11th hour miracle, but this spring, principals planned for Draconian cuts. Next year, class sizes will be at a maximum and not a frill will be found (鈥渇rills鈥� defined as after-school homework support, counselors, field trips, art, music, nurses, secretaries, security officers, coaches, funds for professional development, yard supervisors, parent outreach and education, and much more). Our classrooms will be stripped to the bare necessities.
But what are 鈥渂are necessities?鈥� At Melrose Leadership Academy (MLA) in east Oakland, Principal Moyra Contreras is realizing a life-long dream by leading a Spanish dual-immersion school. For next year, MLA needs 40 kid-size chairs, but Ms. Contreras has no funding for this. Recently, she described daily visits to the district鈥檚 warehouse where she scavenges for old chairs. 鈥淭he Ed Code doesn鈥檛 say that kids must have chairs,鈥� Ms. Contreras said sardonically. And so, the principal will be creative: she has a brilliant (but time-consuming) plan to fundraise for chairs.
In February, district principals were informed that more than 500 teachers would receive lay-off notices. If worst came to worst, dozens of schools would be closed. Principals re-directed more energy to support their teachers鈥攃ounseling them, helping them make decisions, trying to be optimistic. In mid-April, many of these notices were rescinded, to our great relief. However, the damage has been done. This spring, much time and energy has been diverted to career triage, and morale is at a new low.
Hanging on by a Thread
When principals meet with me, it鈥檚 their time to let down their brave front. I hear the anxiety, grief, loneliness, and stress in their voices. They don鈥檛 sleep much. Their health suffers. Many use the same phrase: 鈥淚鈥檓 hanging on, but only by a thread.鈥�
Like all of us, individual principals have strengths and areas for growth. Some of those areas for growth can create challenges for the teachers whom they lead. In other words, these individuals aren鈥檛 perfect. I鈥檓 sure many can be difficult.
I鈥檓 fortunate that my work as a coach allows me to see the best in our principals. I see how they juggle stressful jobs with their lives and families. I hear their hopes and dreams for their schools, and I am impressed by how hard they work. They have flaws (again, like all of us), but they show up day after day, year after year, to work in very challenging environments for absurdly low salaries (a principal in Oakland makes $20-$40 thousand less than what he or she could make in a neighboring district).
It鈥檚 probably not surprising that many of our principals in Oakland burn out after a few years. Some take other administrative jobs, while others move farther away from our public schools. I don鈥檛 blame them, but we鈥檝e lost some fantastic leaders in Oakland during the 15 years I鈥檝e been here. Clearly, a lot needs to change so that we can attract and retain masterful principals.
Time for Appreciation
But what can we do right now? How can we (those who work with and around principals) express our support and appreciation for the administrators who are helping hold our schools together in tough times? Here are some suggestions.
Go on a strengths hunt: For a few days, observe your principal, identifying what he or she does particularly well. Everyone has assets鈥擨鈥檓 sure you can find some, perhaps even qualities or skills you鈥檝e never observed before. Make a list in your mind, or even write it down, if you鈥檙e so inclined. I鈥檇 encourage you to go one step further and share this list with your principal. You could drop a note in your administrator鈥檚 box, or you could sit down with him or her and read it aloud. We all know how fulfilling it is to be verbally appreciated for what you do.
Stage an Appreciation Day: Most people, principals included, also enjoy homemade meals, thoughtful small gifts, certificates for massages. Did you know that Principal Appreciation Day is in October? I had no idea that it even existed and have never seen it recognized in any school I鈥檝e worked in鈥攈ave you? Here鈥檚 my proposal: in 2011, a year when principals across the nation are under an unprecedented amount of stress, let鈥檚 move Principal Appreciation Day to late May. In our own schools and districts, let鈥檚 end the year with an outpouring of recognition for these dedicated leaders.
Practice conscious compassion: While I am advocating here for principal appreciation, I really want to encourage all of us to bring a little more compassion into our struggling schools. It feels like there is so much 鈥渦s versus them鈥� thinking right now, even within our own buildings, where 鈥渦s鈥� sometimes comes to mean 鈥渢eachers鈥� and 鈥渢hem鈥� comes to mean 鈥渁dministrators.鈥� I admit to falling into this mentality at times. But this kind of thinking will never lead us to do what we most want to do: transform our schools for the benefit of all students. As corny as this sounds, I鈥檓 going to say it. Let鈥檚 open our hearts to all those working on behalf of our students and schools, and increase our compassion for one another when times are tough.
Finally, indulge me in using this public forum to thank all the hard-working principals in Oakland, including my own son鈥檚. You inspire me every day. Thank you.
