is itching to tackle some needed changes that she couldn’t make as an AP, like the traffic flow in the front office. It’s a logjam, espe- cially at the busiest parts of the day. Soon after her promotion, late one day
when the office staff had left, she comman- deers a night custodian to help her rearrange two of the clerical stations. It takes over an hour, but by the time they finish, they agree that the result is 200 percent better. The following morning, Allison, in her
office, is shocked to hear cries of dismay as the secretarial staff members arrive. When she walks out to face them, one is in tears and the others are clearly outraged. Allison struggles to understand their extreme nega- tive reaction to the changes she has made, and can’t get a word in to explain her ratio- nale. Not only do they hate the new arrange- ment, their interpretation of Allison’s mo- tives are completely bizarre! Even after she feels she has somewhat
soothed their upset, and apologized about a dozen times, she hears muttered comments as she walks away, like, “Control freak,” and “This is never going to work.” Now she has to face them all in the “sens-
ing interviews,” ostensibly scheduled to find out what things are important to the people who work at this school. Since Allison began taking action before asking a few questions, she’s already created a breech of trust with these staff members. While it seems like a small thing, it was a big thing with them, and small things can add up quickly to cre- ate what Stephen R. Covey (2006) terms a “depleted trust account.”
Staying mindful of the school culture Although it would seem logical that pro-
moting from within – such as advancing an AP to the principalship of the same school – would lead to a smooth and easy transition, this is far from guaranteed. And sadly, it is not just brash, young, novice leaders who make these blunders. As outsiders are se- lected to lead, regardless of past leadership experience, a lack of knowledge of the cul- ture – or an outright disregard of it – pres- ents an immediate potential barrier to a smooth transition. Leonard is selected to lead an impor- tant, high profile team at the district office.
to, but be there.” After several such mandates in less than a month, staff members begin to circumvent Leonard and complain. Belatedly, a supervisor begins to attempt
to coach him about the culture of his new workplace, and how it differs from his past assignment. Leonard’s feelings of being overwhelmed emerge – he has begun to real- ize the magnitude of his new responsibilities. He has felt staff members’ panicked calls of concern as resistance, threatened by what he perceived to be challenges to his author- ity as a new leader. His responses have been an attempt to project confidence he does not feel, and to establish his authority as the new head of this team.
Common patterns While it is impossible to predict or pre-
vent every misstep a new leader might make, certain common patterns do emerge, and district leaders can proactively minimize them with specific support to new principals and other new leaders before they assume their positions. This is increasingly impor- tant with the number of new California ad-
have increased needs, led by the Inland Em- pire with a projection of 42.2 percent more school administrators needed between 2010- 11 and 2017-18.
Leadership matters As more new school-site leaders assume
their positions, and those currently at sites move to the district level, the potential for loss of forward momentum because of poorly executed transitions is greatly mag- nified. Robert Marzano and co-authors describe
and elaborate upon the work of Mid-Conti- nent Research for Education and Learning (McREL), which synthesized decades of studies on leadership effectiveness at the site (2005) and district (2009) levels, in which researchers’ foundational conclusion was that “leadership matters.” Researchers further identified specific
leadership responsibilities at both levels that are significantly correlated to student achievement. The “passing of the torch” of leadership is a critical juncture at which up- ward momentum can either benefit from a
November/December 2011 9
Although he has a wealth of experience in a school setting, leading this kind of team is significantly different. Almost immediately he begins calling
impromptu staff meetings – sometimes with barely a day’s notice. When alarmed staff members call in to say they already have com- mitments, Leonard responds to each by say- ing, “Make whatever arrangements you need
ministrators rising steadily for at least the next seven years. A recent WestEd study (2011) projects
school-site administrator needs region by region, in two-year increments through 2017-18. According to the study, only the Bay Area will have a declining need, based on projected student enrollments and ad- ministrator retirements. All other areas will
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