Report From The Principal’s Office: A 200-Day Inspirational and Aspirational School Leadership Journal:
Report From The Principal’s Office: A 200-Day Inspirational and Aspirational School Leadership Journal
The RFTPO Book: The second work in a unique series of school leadership books by a former teacher, science center director, principal, and superintendent; these books seek to explore, explain and propose solutions to the present challenges of identifying and creating great schools and (most likely led by) great school leaders. RFTPO combines the creative task of daily journaling with critical daily commentaries reflecting on the art, craft, talents, and skills required to be a successful PreK-12 educator, specifically, achieving success as a highly-effective school-building administrator.
Readership: Although specifically designed for current serving principals or assistant principals and professional educators who are aspiring or studying, or are presently serving in the capacity of a school-building and/or district level administrators, superintendents, district-level directors, coordinators, and supervisors, the language is structured to allow broader access to a diverse non-school based leadership public education stakeholder audience (e.g., parents, college professors, journalists, senior public education policymakers, elected officials, and tax-paying citizens) to find this Book accessible and “eye-opening” helpful in understanding the often “forgotten,” “unclear” or “hidden-from-public-view” inner workings of public Pre-K-12 schools. And the unique challenges the leaders of those schools are forced to correctly problem-pose and successfully problem-solve daily.
Why the focus on the principalship?
This Report From The Principal’s Office (RFTPO) book, in many ways, presents a concise daily compilation and an extended explanation of my professional interpretation of why some school-based administrators are incredibly successful (Day-103: “The highly effective principal’s toolbox will always contain these seven critical leadership skills tools”). And why, unfortunately, others are tragically unsuccessful. While still, others are committed to pursuing a mediocre/status-quo path, which is another way of being unsuccessful! (Day-152: “The not-so-good, the good, the great, and the highly effective school-building leader”).
First, because the emotional and educational well-being of students, staff members, parents, whole communities, and our nation is at stake, but also… Unfortunately (Day-47: “It’s not a matter of if it will happen; it’s only a matter of when will it be your turn!”) every year in the US, thousands of principals and assistant principals are either verbally or in writing (both are long-term career-damaging) disciplined or sadly in some cases removed for lack of knowing the “unspecified job requirements” expected of a school building administrator. (Day-54: “What you don’t know will hurt you: The hard truth about the “soft-skills” knowledge required for the principalship.”)
Leadership standards matter, and leadership quality matters the most at the operational core of a school’s success (or failure)!
Let’s face it, we are a ‘standards-based’ profession, so why would standards only apply to students and parents, but not professional educators, and specifically for the purposes of my work —School-based and district office educational leaders! So I start the RFTPO book off with two consecutive days of resolute affirmations:
“Day-1:The Principal is the single most influential difference-maker in a school’s success or failure.”
And then on,
“Day-2: The Principalship is a singularly unique position in PreK-12 education.”
These two opening chapters are in no way an attempt to minimize or dismiss the critical work of the other skilled essential personnel (custodians, cafeteria staff, teachers, paraprofessionals, etc.) required to operate a school; for even the best practicing principal could not function in a highly-proficient capacity if they had to (an impossibility) teach every class, prepare every lunch, as they kept the building clean and well-maintained; instead, my focus (and my intellectual interest), is based to a large extent on my experiential principalship praxis work; but, I am further inquiry-incentivized by my work-experience questions that were ‘planted’ and grew out of my time as a supervisor of principals, a superintendent. (Day-55: “Are highly effective principals born, or can good leadership skills and talents be taught and developed?”)
The Book is available on Amazon:
Paperback edition with notetaking daily journaling pages included: https://www.amazon.com/dp/0578916509/ref=sr_1_1?keywords=Report+From+The+Principal%27s+Office&qid=1647679684&sr=8-1
eBook edition: (Note: The eBook will not contain the journaling pages)