Leadership and the School Principal

By Dr. Bronte H. Reynolds

About the Book
Leadership and the School Principal is about the traits and behaviors associated with the role of the school principal. Each chapter leads off with what scholars studying this domain have found throughout their research. During a period in this country’s history when effective leadership is critical, where better to emphasize this message than with individuals in our culture who serve in a most consummate role model for those who one day will become our future leaders.
While focusing on school leadership, the characteristics and dispositions presented in this work clearly apply to any institution where individuals come together to pursue a common vision and achieve goals. It is hoped that this work provides the reader with the substance and motivation to self-reflect on his/her role as a leader; to learn and grow personally and professionally from the experience.
About the Author
Dr. Bronte H. Reynolds earned Bachelor’s and Masters Degrees from San Francisco State University and a Doctorate from the University of Southern California. He has served as a school teacher, school principal, and superintendent for three California School Districts. He has been a full, tenure track professor for California State University Northridge, teaching in the Department of Educational Leadership and Policy Studies, and served as Chair of the Department, all accruing to over sixty years of experience as an educational leader. In addition, he has served as President and/or chair for a number of service and non-profit institutions along the way.
Bronte has two daughters, a son, and seven grandchildren.

• Language: English
• Publisher: Dorrance Publishing Company
• Release date: Jan 25, 2023
• ISBN: 9798886839913

Book preview

Reynolds_Title_Page.eps

The contents of this work, including, but not limited to, the accuracy of events, people, and places depicted; opinions expressed; permission to use previously published materials included; and any advice given or actions advocated are solely the responsibility of the author, who assumes all liability for said work and indemnifies the publisher against any claims stemming from publication of the work.

All Rights Reserved

Copyright © 2023 by Dr. Bronte H. Reynolds

No part of this book may be reproduced or transmitted, downloaded, distributed, reverse engineered, or stored in or introduced into any information storage and retrieval system, in any form or by any means, including photocopying and recording, whether electronic or mechanical, now known or hereinafter invented without permission in writing from the publisher.

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ACKNOWLEDGMENTS

When preparing to write this book, a great deal of thought was given to people and institutions providing this author with the guidance and shared experiences allowing the art and science of leadership to occur. People, places, and events have come together in what is hoped to be a resource that informs others who aspire to become, or those who currently serve as, educational leaders.

Recognition and appreciation are paid to the school boards, administrators, faculty, staff, parents, and students making up the Vallecito Union School District, The Montecito Union School District, The Cold Spring School District, and the Education Offices of Calaveras and Santa Barbara Counties. And, making a significant contribution is the wisdom and guidance found in the research and literature provided by the scholars cited throughout this work. Collectively, people and experiences have contributed depth and substance to the field of school leadership enabling the author to learn, to grow, and to reflect upon six decades of professional experience. It is hoped that others who are in pursuit of, or are actively engaged in, the critical and necessary endeavor of school leadership find this work to be of value.

A special tribute is presented to an individual who was a key contributor to the life and work of this author. Dr. Robert Bach was a friend, colleague, community leader, family man, and one who consistently represented the model of effective school leadership. He was an inspiration to the author of this work. A friendship was born as these two school district superintendents gathered among other colleagues making up the leadership of public schools throughout Calaveras County. It was at these monthly superintendents’ meetings called by the County Superintendent that Bob Bach and Bronte Reynolds developed a personal and professional bond that was to last a lifetime. Dr. Bach was always the consummate leader. Ethics, integrity, and authenticity were fundamental to his character, and he always managed to lead with a strong, positive attitude and a great sense of humor. Thank you, Bob!

FOREWORD

A PERSONAL REFLECTION BY THE AUTHOR

If ever there was a time for effective leadership, now is that time. Having studied leadership and having served in several leadership positions over the past sixty years, when starting out, what seemed to me to be a rather straight-forward concept has expanded significantly in complexity and importance over the years. Someone once asked me, "Can leadership be learned, or is it just a part of one’s DNA?" Learning is a lifelong process, and one can learn and grow as an effective leader if motivated by a strong desire to serve in a leadership role, accept its challenges, and meet the commitment. This book is but one small moment in that learning process. The pursuit of effective leadership is a climb up a mountain that has no summit. The learner continues upward, sometimes encountering steep terrain and traversing challenging obstacles; however, the higher he/she gets, the greater the reward, and the view keeps getting better with every step. Good leaders never stop climbing. Good leaders never stop learning.

An institution is made up of a collection of individuals with unique backgrounds and experiences that have formed their perspectives and shaped their biases. These individuals are brought together to pursue a common purpose. A school, like any institution, needs effective leadership in order to provide the guidance necessary to pursue its vision. I decided to write this book because I felt there was a need to put together what the scholars and their research have discovered to be the quintessential profile of an effective leader. The messages herein are for both the aspiring leader or the seasoned veteran. And, while the focus is on the role of the school principal, it’s interesting how those characteristics of effective leadership apply to business, politics, the military, or any domain where institutions pursue their respective visions.

In addition to the wisdom of scholars and research cited throughout this work, stories about actual experiences are presented bringing that research to life. The names and palaces in these stories have been changed, but the stories are true, and by sharing them, it is hoped that the reader can relate to them, learn from them, and grow professionally. Enjoy the journey.

A MESSAGE FROM AUTHOR TO READER

I believe there is no greater professional endeavor in our culture than service as the principal of a school. Throughout my career(s) I have been a teacher, principal, district superintendent, university professor, university department chair, and president of civic organizations for over six decades. Throughout that career, I had some successes and there were other times when I wished for the opportunity to take back a moment so I could do what I did differently. Here in this work, I share with you the wisdom of contributing scholars and actual, real-life experiences. And, while names and places have been changed, the stories herein are true moments experienced by the author of this work, so that you can get it right the first time.

 I reflect back on the many valuable relationships I’ve developed—among them elementary and secondary school students, graduate degree candidates, teachers and classified staff, parents, board members, civic leaders, various service providers, and colleagues in the field of education. I reflect upon the importance of my relationship with them. Some I’ve taught, some I’ve counseled, and some I’ve mentored; however, I’ve learned from them all. Their support of me and their dependence on me throughout to my career always motivated me to do my best on their behalf.

This work is about school leadership and is offered to those seeking a career in school administration, to those in the early years of administrative service, and to those veteran school administrators who appreciate the value of lifelong learning. The reader reflecting on the content of this work will find that characteristics and dispositions associated with successful leadership in schools can also be applied to institutions other than education, including business, politics, sports, and other environments where teams come together to engage in the pursuit of a shared vision. This book blends research with real-life experiences, giving the reader a clear understanding of the attributes, dispositions, and behavior demonstrated by leaders who are successful in guiding their institutions toward their respective visions.

 Read, ponder, reflect, learn, and grow. Enjoy the journey. And, as you experience the incredible opportunity to serve in a leadership role, be aware of the impact you have on the lives of so many who depend on you to do your best.

CHAPTER 1

LEADERSHIP AND THE SHAPING OF INSTITUTIONAL CULTURE

Introduction – We begin this work with a clear understanding of culture as it relates to human institutions. The definition of culture ranges from simple to complex. Webster’s New Collegiate Dictionary defines culture as "the integrated pattern of human behavior that includes thought, speech, action, and artifacts, and relies on the human capacity for learning and transmitting knowledge to succeeding generations" (Random House – 2010 (p. 330). Yet, scholars devoting years of research to institutional culture have discovered common characteristics and perspectives that reveal a complex concept that can’t be described in a single sentence. There is so much more to it. Let’s take a look.

From a global perspective, culture is used to describe the geo/political characteristics of a population of people residing within a prescribed set of boundaries. While each country has its own unique culture, this also can be true of businesses, sports teams, political parties, and schools, where groups of people are joined together to a share a common vision, a set of values, and similar interests and perspectives, all of which identify its culture. These institutions come in all sizes, from the family to a nation. Institutions grow and mature, moving through a lifecycle over time from infancy through adulthood, and reaching old age. They learn, grow, and develop along the way. Its culture is shaped by the diversity of its people, significant events occurring throughout its history, and important activities that, when repeated often, become tradition. Research by Deal and Kennedy present the elements of culture within the business domain in their book, Corporate Cultures (1982): An institution’s culture is defined by the institution’s values, the heroes and heroines of the institution, its rites and rituals, and its communications network (p. 4).

 Each school has its own culture, and like any other institution, that culture influences life and learning within it. When a visitor walks through the schoolhouse door, it doesn’t take long for him/her to sense a certain feeling tone. There are several indicators that come together to contribute to that sensory experience revealing its culture. In a strong and vibrant culture, visitors are greeted with a sense of acceptance and are made to feel important. They sense a genuine interest in their presence by those in the institution who greet them and who place a value on the purpose of their visit. There is an efficient buzz of activity, a positive energy, and evidence of teamwork occurring throughout the school as faculty and staff routinely engage in their respective responsibilities. A visitor walking through the school’s hallways is surrounded by visual clues showcasing a sense of value and pride of affiliation among the institution’s members, past and present. Awards and accomplishments are displayed in showcases, and artifacts reflecting the history of the institution are posted on the walls honoring those who have been instrumental in contributing to its success, all of which reflect a sense of pride throughout its hallways and within its walls. These are a but a few signs revealing a strong, positive institutional culture.

 Contrast this where the visitor senses an absence of these indicators and attitudes—little eye contact, a lack of interpersonal communication, and busy activity among the institution’s members that seems to be driven by negative energy. These clues reflect what Roland Barth presents in his book, A Learning by Heart (2004): The most important, and the most difficult job of the school-based reformer is to change the prevailing culture of a school. The school’s culture dictates, in no uncertain terms, ‘the way we do things around here.’ And, while the formal operation of such a school may be in conformance with board policies, state Education Code and to some extent, the U.S. Department of Education, every school has its own unique culture, and, as discussed above, the nature of that culture from school to school can vary substantially. One fact is clear, however—the school’s culture plays an important role in achieving the success of its intended mission, the education of its students. A school’s success is often determined by academic factors, such as the rigor of its curriculum, the number of students enrolled in honor classes, the quantity of homework, and the school’s graduation rate. These data are commonly used when ranking a school’s success and reflecting its values. What tends to be overlooked and, in fact, seldom understood, is the role culture plays in a school’s success, which can profoundly influence student learning and performance outcomes.

Here are some questions that bring identification of a school’s culture into focus:

• To what extent is the school’s history rich with the valued memories among former students?

• Is there a sense of pride among students and their parents about their affiliation with their school?

• Do the school’s activities and events connect with, and include, the school’s local community—businesses, nonprofit organizations, the media, and individual community leaders?

• When the name of the school is mentioned among the local population, does it get strong, positive reviews?

• Do families with children who are relocating make it point to seek residency within the school’s attendance area based on the reputation of the school?

• Do real estate agencies point with pride to the local school as a means of promoting the value of their listing?

If the answer is yes to these questions, most likely it is because the school has cultivated a rich, positive school culture that has earned a respected place within the community it serves.

 Crafting a positive school culture is guided by the school’s leadership, and the point person guiding and demonstrating that leadership is the