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When speaking of our weaknesses, we


focus on the solutions and strategic plans. When speaking to our strengths, we talk about what we are most proud of and how we are tackling our problems. Knowing your school’s story and where it


has been is important as well. Was it the little engine that could, or the academic power- house that needed more community? Either way, giving people something tangible to hold on to and be proud of is crucial.


2. Building trust At my school, our teachers have common


preps, which are used for cross-curricular meetings. I often drop in on these meetings to provide insight about different student situations, concerns, or sometimes sim- ply give a listening ear. Doing this isn’t just good practice as an administrator, it also builds trust with my staff, which leads to higher morale. If I only show up when I’m on an agenda item, or randomly appear in the corner of the room but don’t engage in discussions, I may be perceived differently and more importantly, not trusted.


3. The “open door” A cliché that resonated with me after be-


coming an administrator was this notion of having an “open door” policy. I knew this meant that my door should physically remain open; however, I have worked for bosses in the past who had an open door but I was never comfortable going through it. So what does it mean? I believe that truly hav- ing an “open door” goes back to those no- tions of trust, loyalty and family, which need to constantly be fed and nourished. Throughout my career, I’ve had many


staff members and students thank me for having an “open door.” Looking back, I be- lieve that I do two things which add to this perception: I listen more than anything else, and when someone comes in with a problem or concern about a mistake they made, I em- pathize and focus on solutions. Inevitable outcomes or consequences may arise, but sensitivity is the key when someone is in a vulnerable state. We can all go through a rough patch,


sometimes through our own doing and other times through no fault of our own.


Understanding the human element in what we do is crucial because it is who we are and the essence of those we serve.


4. Genuine concern My campus is a close-knit group and


we often call ourselves a “family.” Nothing bothers me more than when a student or staff member shares with me that they feel


brainstorming different ways to recognize our staff, including classified staff. Because of these efforts, one of our teach-


ers won the Silicon Valley Chamber of Com- merce secondary teacher of the year award in 2009-10. This past year, we nominated one of our custodians for the district classified employee of the year and he won! This not only shines a light on these individuals and their amazing work, but also brings positive attention to our school. The positive energy created by nomi-


nating staff speaks volumes, and that alone can shift the climate in a positive direction, whether or not they actually win the recog- nition. If the students come first but the staff comes last at your site, there is a problem worth fixing.


I have worked for bosses in the past who had an open door but I was never comfortable going through it. I believe that truly having an “open door” goes back to those notions of trust, loyalty and family, which need to constantly be nourished.


like they are not a part of this family. Build- ing loyalty and trust means building a genu- ine concern for both those we educate and those we work with. We can’t have one with- out the other. Sharing our personal lives, cheering each other on, and pulling together when someone needs help is a critical piece to a positive climate.


5. Continuous recognition We all know that teachers have not had


pay raises in years, are often scrutinized by the media, and have suffered under serious budget decreases. Showing appreciation for what anyone does in order to make a school function is not an end-of-the-year thank you speech to the staff, but a daily practice. The principal of my school and I are constantly


6. Sense of belonging Being a part of professional networks is


important as well. In fact, if you are reading this article, you most likely have taken the initiative to join ACSA. As the instructional leaders of our schools, we should sign our schools up for appropriate associations and take advantage of the professional devel- opment that comes with membership. My school also belongs to the National Middle School Association and the California League of Middle Schools. Through organizations such as these, my


staff has networked with educators through- out the state and has been able to focus on best practices. We have also been able to showcase programs at our school, leading to earning a California and National “Schools to Watch” designation. We can easily isolate in education and


withdraw, whether we are in the classroom or in the front office, which makes it im- perative that we continue to learn and share practices and try new strategies. By doing so, it reminds all stakeholders that we are a part of something greater than ourselves – the future that we in education have a hand in developing. n


Anthony Frascone, former assistant principal of


Rancho Milpitas Middle School, is now principal of John Sinnott Elementary School in Milpitas.


November/December 2011 35


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