Principal Insight

Harry Bernstein’s July 25 article on power sharing under the new rules in Los Angeles schools (“Supervisors Can Wreck Power Sharing if They’re Ignored”) is insightful and knowledgeable, but input from a practicing principal may help to clarify the present situation.

Truly successful school administrators have been sharing power for years. It is the only path to successful school administration and a strong educational program. Such programs exist only when teachers feel ownership in the programs and have a hand in creating and guiding them.

There have been despotic leaders in schools, just as there have been in nations, who have had temporary successes. But strong, continued, cohesive programs exist only when managers include the managed in devising and operating the programs.

My first step when I came to my present middle school five years ago was to schedule a weekly meeting with an elected council of teachers and staff to guide the school program. That council discussed and guided policy and was an avenue of contact for all teachers to educational and administrative policy decisions.

Every school, every company, every organization must have a policy or set of policies by which to operate, but in every case there must be a leader, or administrator, empowered by the group to make exceptions to policy when needed, to make emergency decisions, to do the organizing--which the group members simply do not have the time to do--and to take the heat when necessary. In schools, this is the principal--and his/her assistants. In elementary schools there rarely are assistants; the principal takes the heat alone.

About three years ago, when (Los Angeles teachers’ union President Wayne) Johnson became the union leader in Los Angeles, teachers were told, “Only the union representative will consult with the principal. No other elected teachers may meet with her/him in an advisory capacity. Shared decision making with overall staff became difficult. The saving grace for most of us (principals) was the parents, who were always available to be consulted, give advice, a helping hand, supervision when necessary, and strong community support.

Now with the reappearance of school councils for broad policy making and consultation, it appears we are back to the consultative management mode that has served so many schools so well over the past decade. Most of us are looking forward to it with pleasant anticipation. It can only make our schools stronger.

ANDREW ANDERSON

Principal

Francis Parkman Junior High School