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    EduKate Me II: A Survival Guide for the First Year Principal: Unspoken Commandments of School Leadership
    EduKate Me II: A Survival Guide for the First Year Principal: Unspoken Commandments of School Leadership
    EduKate Me II: A Survival Guide for the First Year Principal: Unspoken Commandments of School Leadership
    Ebook147 pages1 hour

    EduKate Me II: A Survival Guide for the First Year Principal: Unspoken Commandments of School Leadership

    By Ed Yergalonis

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    About this ebook

    You have just been appointed as the principal of the school. Your enthusiasm bubbles over until you are faced with your first crisis. Then you stop and pause and realize that no one ever told you how to handle these things. This book will help you navigate your journey. It will help you deal with the realities of your new life, that of a school principal. You quickly learn that this is not what you signed up for. You wanted to be an instructional leader and yet you find that you spend no time on that part of your job. You are doing everything but what you had hoped for. In your sleepless nights you ask yourself over and over again, “why didn’t anyone tell me about this?” This book will help you answer this question. The author skillfully uses a set of commandments to help explain the realities of being a principal. It will be your survival guide. The commandments include topics such as: • Thou shalt always tell the truth, yet people do not want to hear the truth.
    LanguageEnglish
    PublisherLulu Publishing Services
    Release dateSep 13, 2019
    ISBN9781483416311
    EduKate Me II: A Survival Guide for the First Year Principal: Unspoken Commandments of School Leadership

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      Book preview

      EduKate Me II - Ed Yergalonis

      EduKate Me II

      A Survival Guide For the First Year

      Principal: Unspoken Commandments

      of School Leadership.

      ED YERGALONIS

      Copyright © 2019 Ed Yergalonis.

      All rights reserved. No part of this book may be reproduced, stored, or transmitted by any means—whether auditory, graphic, mechanical, or electronic—without written permission of the author, except in the case of brief excerpts used in critical articles and reviews. Unauthorized reproduction of any part of this work is illegal and is punishable by law.

      This book is a work of non-fiction. Unless otherwise noted, the author and the publisher make no explicit guarantees as to the accuracy of the information contained in this book and in some cases, names of people and places have been altered to protect their privacy.

      ISBN: 978-1-4834-1632-8 (sc)

      ISBN: 978-1-4834-1631-1 (e)

      Library of Congress Control Number: 2019909953

      Because of the dynamic nature of the Internet, any web addresses or links contained in this book may have changed since publication and may no longer be valid. The views expressed in this work are solely those of the author and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them.

      Any people depicted in stock imagery provided by Getty Images are models, and such images are being used for illustrative purposes only.

      Certain stock imagery © Getty Images.

      Lulu Publishing Services rev. date:   08/01/2019

      Ten Unspoken

      Commandments of

      School Leadership

      Foreword: Your leadership journey is about to begin.

      1. Thou shalt always tell the truth—yet people do not want to hear the truth.

      2. Thou shalt understand the importance of mental health because thou will be dealing with it.

      3. Honor the politics of thy school. Understand that politics are everywhere and in everything.

      4. Thou shalt strive for excellence when most people are very happy with mediocrity.

      5. Thou shalt always ensure equity even though the system and people within the system may work against it.

      6. Thou shalt know that thy knowledge is thine experience; thy graduate school education is useless.

      7. Thou shalt lead with people and collaboration. Always understand that thy job is all about relationships.

      8. Thou shalt know thyself. Always communicate what is important to thee.

      9. Thou shalt use the Force to lead. Always understand that many people prefer the dark side.

      10. Thou shalt know thy job. Are thou an operations manager, or an instructional leader?

      Afterword: They shoot horses, don’t they? Everyone has a shelf life.

      Foreword

      Your Leadership Journey Is About to Begin

      Ready, Set, Go

      You have just accepted your first job as a school principal. This is the opportunity you have been waiting for. You feel that you have tirelessly prepared for this opportunity and are ready to accept the challenges that come with this new job. You have completed your graduate education and have been working your way up in the school hierarchy, and you are now looked upon as a true teacher leader. You tell yourself that you are ready for this.

      Hold on a minute. I am about to burst your enthusiasm bubble because I am going to take you on a different type of journey. This journey is about reality. It is not about philosophy. It is not about textbook learning. It is about how you truly become a good principal. It is your real-life education. You will not be sitting in a classroom or taking any kind of formal test. But if you pay attention to the simple commandments I will present to you, I assure you that you will learn. It will not be an easy journey. Along the way, there will be numerous trials and tribulations, and in many cases, you will learn by failing, just like me. But if you have what it takes, you will be successful. You will not learn overnight. Becoming a principal takes perseverance and grit.

      More importantly, I will show you that before you can effectively lead, you must first learn how to survive. This book is not about some glamorous strategic plan or the good things that you said in your interview. It is about the reality of being a school principal. It is about the reality of getting things done. That sounds so simple, but it is not. It is easy to fall into the trap of just spinning your wheels. It is personally defeating and demoralizing when you look back at the end of the week, the end of the month, or end of the year and find out that you have accomplished nothing. Please take my word for this because I have been there and done that. You will get to the point where you measure your success by just making it through the day. There were days when I was happy to make it through my school’s lunchtime incident free because a bad day in the cafeteria can wreck your day and maybe your week. This is no way to lead. You are surviving at the simplest level. If you know how to survive, you will have a better chance to lead.

      This book is about the things no one ever told you about. They are all things that will quickly sink your principalship if you are not prepared. Although I explain my journey through a series of scenarios, the book is really not about the scenarios per se. The book is about my reaction to these scenarios and more importantly, the mistakes I made in reacting to these scenarios.

      I know that we won’t always agree on how I handled these situations. As a matter of fact, I hope that we do not agree. With hindsight, I would have done many things differently. But if this book causes you to think about the role of the principal, I will consider it a great success. And if you internalize what I have to say, I think that you will end up becoming a successful and effective principal.

      So the story begins here. I was an educator for almost thirty-nine years. I believe once you are a teacher, you are always a teacher. Some principals forget that. Some who ascend to the principal’s office immediately forget where they came from. When you become a principal, it is critical that you still consider yourself a teacher. You must never stop teaching. You now become not only a teacher of your students, but you are also now a teacher of your teachers and any other person in your school. You must remain a teacher first. Maybe that is your first lesson: you are always a teacher, always a coach.

      Some people only want to become a principal to escape the classroom. This is a sad indictment of our profession.

      This journey I will take you on has many twists and turns. Some detours will seem insurmountable. Some scenarios I present to you are almost impossible to believe. It is these detours that we will examine. We will examine my response to these detours. Yes, you can be that Monday-morning quarterback. You can be that after-dinner speaker. I know that I am undefeated as a Monday-morning quarterback. Your experience with this book will only be successful if you pause, reflect, and think about what you would have done.

      You must always be in the moment. Looking back and second guessing yourself are wasted activities. Of course, you must learn from each situation and once you mentally debrief, move on. Try not to dwell on past events. You cannot bring them back. As I tell my stories, I will not use any names and may have slightly altered situations to try to ensure anonymity. Remember that purpose of this book is to evaluate my response or my observations, not the overall situation.

      I remain personally indebted to all of my colleagues I have worked with over the years and all of the thousands of students I have had the honor of serving. Teaching remains a noble profession. I am forever glad that I made this my lifetime choice.

      Commandment 1

      Thou Shalt Always Tell the Truth—Yet People Really Never Want to Hear the Truth

      Do You Swear to Tell the Whole Truth and Nothing but the Truth?

      Now that is an interesting question. If this oath were part of your employment contract, you would quickly be fired. The reality in a school is that it is very hard to tell the truth. I have found that most school cultures have been built to make the adults feel good rather than to improve performance. With both students and teachers, we have substituted feel-good initiatives for achievement initiatives. This is why many schools continue to underperform.

      I find it somewhat comical when teachers clamor for honesty and transparency from a principal, but the minute you exercise that candor with that individual, all of a sudden, there is no longer that need or desire for honesty. People want you to be honest with everyone else but not necessarily with them.

      I am convinced that until we can have that candid—and yes, crucial—conversation with ease in our schools, true improvement will be hard to see. And yes, I believe that principals are responsible for this. We readily sacrifice the truth for expediency. We must continue to attempt to build the culture of our schools around the truth. Feedback is not personal. People need to realize that negative feedback does not mean that you do not like them. You are attempting to help them grow. It sounds so simple, but it rarely is.

      Leadership Lessons Learned

      • People do not really want to hear the truth. They will clamor for honesty and transparency—for everyone but themselves.

      • Never sacrifice the truth for expediency. You will wrestle with this concept on a daily basis. Fight hard to resist this temptation.

      Not My Finest Hour

      You will get to the point when you will look back at your career and be able to see things with great clarity and honesty. You will see things that you did well, and you will see the things that you did not do so well. I know I tend to be overly critical of myself, but that is my nature. I am never satisfied. At the end of the day, I think that is an admirable quality, a quality found in many successful leaders.

      I am rarely considered an enabler. I tend to be more confrontational. If you do not believe me, go ask my children. However, in the situation I am about to describe, I enabled and lived to regret it. The responsibility for this travesty lay squarely upon my shoulders.

      I walked into the classroom for an unannounced classroom observation of a teacher. I saw the room essentially divided in half. Although there was no line of demarcation on the floor, there could have been. For the ten to fifteen students behind the line, it was

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