Running head: PRINCIPAL INTERVIEW

Paradoxes, Pressures, and Success: The Life of a Middle School Principal

Submitted by: Crystal Chapa

EA 740 Schools as a Formal Organization Oakland University March 2012

PRINCIPAL INTERVIEW Abstract The paradoxes in education are vast. They inhibit every aspect of being an educational leader. There is a body of literature that examines these contradictory roles and expectations affecting people in the education field. Educational leaders must effectively perform a variety of roles, which often pull them in many different directions, to successfully manage a contemporary

school. With the increase of demands, like student achievement, high-stakes testing, and teacher accountability; it is imperative that school principals understand the importance of their position in order for teachers and students in their school to succeed. My interview with Mr. Jeff Neall, mentor and principal at Grand Blanc West Middle School in Grand Blanc, Michigan, reports about how the challenges of being a practicing principal can be successfully overcome with a dedication to the care and well being of all individuals in the schools organization.

Key words: principal, mentor, standards, character, responsibility

PRINCIPAL INTERVIEW Pressures, Paradoxes, and Success: The Life of a Middle School Principal There are many education paradoxes. For example, embrace leadership, but know how to

delegate your powers to others; revel in your schools success, but dont get complacent; demand school improvement, yet have the patience to see it through; instill autonomy, and support common goals and values; and act as the leader in the school, but as middle management in the district. As paradoxes relate to parents and students, understand that the very things parents demand of schools are those they often give up responsibility of. In matters of the curriculum, focus on life skills, although these skills are not evaluated on high-stakes tests; and advocate for diversity while common standards call for greater uniformity. There is a body of literature that examines these contradictory roles and expectations affecting people in the education field. Educational leaders must effectively perform in a variety of roles, which often pull them in many different directions, to successfully manage a contemporary school. With the increase of demands, like student achievement, high-stakes testing, and teacher accountability; it is imperative that school principals understand the importance of their position in order for teachers and students in their school to succeed. My interview with Mr. Jeff Neall, mentor and principal at Grand Blanc West Middle School in Grand Blanc, Michigan, reports about how the challenges of being a practicing principal can be successfully overcome with a dedication to the ethic of care. An Education Background: Who is Jeff Neall? Mr. Neall began his teaching career in Grand Blanc, Michigan. For the past 26 years has dedicated himself to helping students. It was early 1986 when Mr. Neall was first hired to teach U.S. government and psychology for a single semester at Grand Blanc High School.

PRINCIPAL INTERVIEW He was laid off during the 1986-1987 school year and worked as a substitute teacher, during the

day, and a third shift lineman at the Buick Plant in Flint, Michigan. In the fall of 1987, Mr. Neall was recalled from lay off to teach seventh grade social studies at Grand Blanc Middle School. He was laid off each year after that for six more years. In 1991, Mr. Neall was recalled to teach alternative education for the District. He noted that in this two-year position, he learned more about how to effectively teach than he did in all the prior years combined. In 1995, former Grand Blanc Middle School principal, and the districts current superintendent, hired Mr. Neall as a counselor. In that position he enjoyed working with students and having a close connection to the main office staff. He continued to work as a counselor for seven years until he became the assistant principal at Grand Blanc Middle School. He held that position for four years. In 2006, Mr. Neall was appointed principal of Grand Blanc West Middle School; a position he has held for almost six years. When asked why he chose education as a career, Mr. Neall informed me it was because of the advice from his mom, the person who knows me better than almost anyone in the world. Reflecting on his past and the teachers who helped him, Mr. Neall stated that another reason for his career choice was to give back to the profession and help to build an environment that is meaningful, giving hope to kids just as those gifts were given to me.

The Roles and Responsibilities of a Middle School Principal When asked what primary roles and responsibilities Mr. Neall has as a principal, he discussed several throughout our interview. These included being a role model for everyone and cheerleader for the students and the school; decision maker, supervisor and advisor, and an

PRINCIPAL INTERVIEW advocate for his beliefs, the school, and most importantly the students. He noted that generally speaking, the job of a principal often depends on the leadership style of the Districts

superintendent. The current superintendent is a person who has confidence in his staff and allows principals to do their jobrun their schools. Mr. Neall has followed the advice of this superintendent, and long-time mentor, by focusing on managing his school and trying not to sweat the small stuff. However, regardless of who is superintendent, Mr. Nealls goal is to manage a building where everyone feels safephysically and emotionally, where teachers have a voice and are empowered to do their job, and strive to achieve their personal and building goals.

To create and maintain this climate of safety, trust, and empowerment, Mr. Neall leads by example and follows the Golden Rule rather than exerting his power and position to force compliance. In his own words, I want people to be able to trust me and what I say and know what I believe. Mr. Neall believes that the leader reflects the building, stating, there is nothing I would ask someone here to do, that I wasnt okay with doing myself. He has a genuine trust in his staff and colleagues, and although this sometimes leaves him vulnerable, he explained that if people have enough trust in me they will work hard and do the best they can. It is this philosophy that has helped build a successful community of dedicated and energetic educators willing to put in the time and effort it takes to help students achieve. Another part of Mr. Nealls success comes from his presence and involvement in a variety of school functions during and after the normal school day. He stated that there is no better compliment than when someone makes the comment, I see you everywhere, because that is how his care and concern for his school is manifested. Mr. Neall is not concerned with whether students understand his job as a

PRINCIPAL INTERVIEW principal, but rather they see him as someone who is working to help children. He is a self proclaimed cheerleader for the school and the students, especially when interacting with the school board and community at large. There are many other responsibilities for a middle school principal. Mr. Neall stated it is a challenge to keep up with the increasing demands placed on schools and government initiatives and new standards. When I asked him about how he is able to do it all, he replied, I dont. I surround myself with very good, hard working people. Conversely, as Mr. Neall stated throughout my interview, his main focus is on the well being of the students and being a role model for what he wants to see from his staff, parents, and students. He modestly stated that he doesnt do much more as principal than he did as a classroom teacher and counselor. Simply put, he treats the school like his classroom, where everyone is treated with respect and where good character is modeled. Its All In How You Look at It Mr. Neall said that he doesnt sweat the small stuff, but when it comes to key pieces of data, a simple yet important number can make or break his day. When attendance is high or improving for both students and staff, Mr. Neall is encouraged and interprets that as a win for the students. From Mr. Nealls perspective, the high attendance rate means that negative behavior and punishments are low, students want to come to school, and classroom teachers are present and creating a positive and consistent environment for learning. On the other hand, Mr. Neall is

discouraged when discipline statistics are high. He believes that behavior has consequences, but feels the school has failed the students when punishment for poor behavior occurs. He firmly believes that behavior is something that is learned and schools are a learning institution.

PRINCIPAL INTERVIEW Therefore, if students fail to learn appropriate behavior and decision making skills at the school, it is the fault of the school.

Events such as Parent Teacher Conferences are also encouraging for Mr. Neall. He is, rejuvenated when parents remark about hard working teachers and dedicated staff, and their satisfaction with the school experience their child is receiving. Mr. Neall also enjoys finding ways to celebrate and thank his staff. He does this through a series of thoughtful letters sent to staff at select times throughout the year, a mid-year staff meeting dedicated to reflecting on each others talents and enjoying each others company, and through small tokens of appreciation. Through his words and actions, Mr. Neall has created a family-type environment where teachers state they feel comfortable and encouraged, which then transfers into the classrooms where students benefit from this sense of belonging. Pressure to Perform While answering a question about internal and external issues he faces on the job, Mr. Neall stated that external issues cause most of the internal problems at his school. We had a fairly lengthy discussion about standardized testing, meeting educational standards, and teacher performance evaluations, which stem from externally imposed requirements. These external issues result in increased anxiety and loss of internal controlcausing staff to be less effective. Mr. Neall thinks that educators are pressured to do things, many of which he deems necessary. He believes, you have to lead change, not impose it. He also knows that change is necessary and he is careful about moving too fast because he understands you cant throw too much at people, or they will leave. Often times he feels the same pressure as his staff, and usually takes it in stride. He has learned that he cant minimize an issue or overgeneralize how others may

PRINCIPAL INTERVIEW feel about it. One of the challenges he faces as principal, is being more perceptive about his staffs emotions and concerns for issues related to the school. Using the ethic of care as his guide, Mr. Neall seeks to understand the feelings of staff and students. He strives to ensure that external factors do not affect the learning in the school. The Bottom Line Of all the topics Mr. Neall discussed during our almost two hour conversation, I was most inspired by his genuine trust in the staff, compassion for the care and well being of the students,

and for his ability to focus on controlling the controllable and honing in on what he feels is really important. From my experience working for him and throughout our conversation, it was clear that he finds a way to do what it takes to ensure students are the number one priority. Whether he is making changes to staff and classes, communicating with individuals and listening to their concerns, or allocating scare resources, Mr. Neall always keeps his students in mind and his decisions reflect this practice. I believe that one of his final comments summed up Mr. Nealls goals quite well, I want people to leave our building being able to do whatever they wantor at least feeling like they can do anything they want. His words are a testament to his integrity and overall character as a person and a principal, along with the dedication to his responsibility in creating a safe environment where students can learn to be conscientious, productive citizens. I feel very fortunate to have Mr. Neall as a mentor during my time as a student in the Education Specialist Program, and hopefully beyond my two years of study. I feel we have many common

PRINCIPAL INTERVIEW beliefs about school and our students, which makes this relationship a good match. Mr. Neall believes that people can be taught the knowledge and skills they need for a job in education, but they cant be taught how to care about those they are to help. Mr. Neall is a great example of someone who has found a way to use the skills he learned as a teacher and counselor, treat people the way he would want to be treated, and run a successful organization based on trust, honesty, and commitment to helping others achieve. And although there are other skills an administrator needs in order to be successful, many of which come with experience on the job, the characteristics Mr. Neall discussed with me and models each day are some of the most important. They are the skills that result in success. I have learned through my experiences and interview with Mr. Neall that he is a role model for what he wants others to say and domake the students our bottom line.