Multiple HatsMonday, December 9, 2019, 400 PMA hat that I h.docx

Multiple Hats
Monday, December 9, 2019, 4:00 PM
A hat that I had to wear during the first part of my internship is
being a technological leader. It is still surprising to me that we
have been one to one, and teachers have multiple technologies
to use in the classroom, but when it comes to introducing a new
program, that teachers push back so much because they are not
willing just to dive in and try it out. We rolled out our Flextime
Manager program where students get choice of their schedule in
the middle of our day. Teachers supply the academic courses or
remediation, and also enrichments that students can take.
Students get to pick their lunch slot and two other courses
offered from teachers daily. I am on the Panther Flextime
Committee and also serve as the teacher trainer. I really
thought that teachers would just play around with the system
before we rolled it out to our students, but I was wrong about
that.
I am extremely comfortable with technology and I believe that
the hat fit extremely well. I do not ever mind supporting
teachers in using a program that I believe in and support myself.
In the future I would have required some teacher training in
conjunction with the core team training. I would like to get
support directly from the source in Flextime Manager itself and
not second hand from the core team. It would be nice if they
had more training videos to share with staff, and if possible the
core team could have spent more time in their own training
before training teachers. With any technology pieces I would
like to have a good grasp of the program before I am in a
situation to teach some else how to use it.

Multiple Hats
A hat that I had to wear during the first part of my internship
is being a technological leader.
It is
still surprising to me that we have been one to one, and teachers
have multiple technologies to
use in the classroom, but when it comes to introducing a new
program,
that teachers push back
so much because they are
not willing just to dive in and try it out.
We rolled out our Flextime
the middle of our day.
Teachers
supply the academic courses or remediation, and also
enrichments that students can
take
.
Students get to pick their lunch slot and two other courses
offered from teachers daily.
I
am on the Panther Flextime Committee and also serve as the

teacher trainer.
I really thought that
teachers would just play around with the system before we roll
ed it out to our students, but I was
wrong about that.
the hat fit extremely well.
I do
not ever mind supporting teachers in using a program that I
believe in and support myself.
In the fut
ure I would have required some teacher training in conjunction
with the core team
training.
I would like to get support directly from the source in Flextime
Manager itself and not
second hand from the core team.
It would be nice if they had more training
videos to share with
staff, and if possible the core team could have spent more time
in their own training before
training teachers.
With any technology pieces I would like to have a good grasp of
the program
before I am in a situation to teach some else

how to use it.
Multiple Hats
A hat that I had to wear during the first part of my internship is
being a technological leader. It is
still surprising to me that we have been one to one, and teachers
have multiple technologies to
use in the classroom, but when it comes to introducing a new
program, that teachers push back
so much because they are not willing just to dive in and try it
out. We rolled out our Flextime
the middle of our day. Teachers
supply the academic courses or remediation, and also
enrichments that students can
take. Students get to pick their lunch slot and two other courses
offered from teachers daily. I
am on the Panther Flextime Committee and also serve as the
teacher trainer. I really thought that
teachers would just play around with the system before we
rolled it out to our students, but I was
wrong about that.
the hat fit extremely well. I do
not ever mind supporting teachers in using a program that I
believe in and support myself.
In the future I would have required some teacher training in
conjunction with the core team
training. I would like to get support directly from the source in
Flextime Manager itself and not

second hand from the core team. It would be nice if they had
more training videos to share with
staff, and if possible the core team could have spent more time
in their own training before
training teachers. With any technology pieces I would like to
have a good grasp of the program
before I am in a situation to teach some else how to use it.
Multiple Hats
One hat that I wore during the first internship was stepping into
a math facilitator role for first grade. I supported a team with a
hostile environment and one that is not usually open to help. I
also do not have any K-2 experience so I was intimated by
supporting a team that I did not have much experience with.
However, it has gone really well and I genuinely enjoy
supporting the team. I cannot say that the team has shown
tremendous growth, but I do think we are moving in the right
direction. They have started math workshop and their whole
group lessons are complete and turned into the right place. It
may not seem like a lot, but it is more than they had before I
started working with them. I have started co-teaching with one
of the teachers in the morning and plan to do this for about a
week. The teachers have been receiving consistent
walkthroughs from all administrators so hopefully soon we will
see some cohesive growth. In the future I would have gone into
their classrooms first to find my own opinion on the struggles of
the team. I also would have began with a team build before I
tried to support them in a PLC. I also would have given them a
survey on what they needed help with.
Multiple Hats

a math facilitator role for
first grade.
I supported a team with a hostile environment and one that is
not usually
open to he
lp.
I also do not have any K
-
2 experience so I was intimated by supporting a
team that I did not have much experience with.
However, it has gone really well and I
genuinely enjoy supporting the team. I cannot say that the team
has shown tremendous
growth
, but I do think we are moving in the right direction.
They have started math
workshop and their whole group lessons are complete and
turned into the right place.
It

started working with
them
.
I have started co
-
teaching with one of the teachers in the morning and plan to do
this for about a week.
The teachers have been receiving consistent walkthroughs from
all administrators so hopefully soon we will see some cohesive
growth.
In the future
I
would have gone into their classrooms first to find my own
opinion on the struggles of
the team.
I also would have began with a team build before I tried to
support them in a
PLC.
I also would have given them a survey on what they needed help
with.
Multiple Hats

a math facilitator role for
first grade. I supported a team with a hostile environment and
one that is not usually
open to help. I also do not have any K-2 experience so I was
intimated by supporting a
team that I did not have much experience with. However, it has
gone really well and I
genuinely enjoy supporting the team. I cannot say that the team
has shown tremendous
growth, but I do think we are moving in the right direction.
They have started math
workshop and their whole group lessons are complete and
turned into the right place. It
started working with
them. I have started co-teaching with one of the teachers in the
morning and plan to do
this for about a week. The teachers have been receiving
consistent walkthroughs from
all administrators so hopefully soon we will see some cohesive
growth. In the future I
would have gone into their classrooms first to find my own
opinion on the struggles of
the team. I also would have began with a team build before I
tried to support them in a
PLC. I also would have given them a survey on what they
needed help with.
Multiple Hats
Monday, December 9, 2019, 10:37 AM
As an intern this semester I often wore the hat as one who
handles cases of student behavior in school. This hat’s duties
included: calling the student to the office to figure out what

took place, hearing other student’s perspective of the event,
working with my mentor or SRO in using the cameras to best
determine what took place, collaborating with my mentor to
discuss consequences, and contacting home. I have learned a lot
from this experience that has made me a better teacher and
administrative intern. Some of the topics I covered included:
bus behavior, fights in PE class, bullying, inappropriate
behavior, technology violations, and skipping class.
It took some time and experience to figure out techniques that
worked for me when dealing with behavior, but I would say I
wore the hat well during this internship. At first I was not very
comfortable in the position, but with my mentors guidance, I
began to feel much more confident. I learned that most students
will tell you whatever if you let them know the punishment will
be less severe if they are honest about what happened. However,
there are some students whose stories constantly change. I
learned that those students are the ones that will continue to lie
to stay out of trouble, and you never know if they are telling the
truth or not. Luckily, I work in a school where the former
happens much more often than the latter. Also, I believe
working in a middle school helps with this as well.
If I were given this hat again and I believe I will next semester,
I do not have anything that I would change. I would like to
practice and refine my skills dealing with behavior problems. I
do think there could be some improvements between the office
and the teaching staff in how behavior is handled. Such as if a
student is sent to ISS (In School Suspension,) the means of
communication is poor in letting the teachers know their student
is in ISS. However, this appears to be a simple fix in the grand
scheme of things.
Multiple Hats

handles cases of student
behavior in school. This hat’s duties included: calling the
student to the office to figure
out what took place, hearing other student’s perspective of the
event, working w
ith my
mentor or SRO
in using the cameras to best determine what took place,
collaborating
with my mentor to discuss consequences, and contacting home.
I have learned a lot
administrative intern.
Some
of the topics I covered included: bus behavior, fights in PE
class, bullying, inappropriate
worked for me when
dealing with behavior, b
ut I would say I wore the hat well during this internship. At first
I
was not very comfortable in the position, but with my mentors
guidance, I began to feel
much more confident. I learned that most students will tell you
whatever if you let them
know the
punishment will be less severe if they are honest about what
happened.
However, there are some students whose stories constantly

change. I learned that
those students are the ones that will continue to lie to stay out
of trouble, and you never
know if they
are telling the truth or not. Luckily, I work in a school where
the former
working in a middle school
helps with this as well.
I do
not have anything
that I would change. I would like to practice and refine my
skills dealing with behavior
problems. I do think there could be some improvements between
the office and the
teaching staff in how behavior is handled. Such as if a student
is
sent to ISS (In School
Suspension,) the means of communication is poor in letting the
teachers know their
student is in ISS. However, this appears to be a simple fix in the
grand scheme of
things.
Multiple Hats
handles cases of student
behavior in school. This hat’s duties included: calling the

student to the office to figure
out what took place, hearing other student’s perspective of the
event, working with my
mentor or SRO in using the cameras to best determine what
took place, collaborating
with my mentor to discuss consequences, and contacting home.
I have learned a lot
administrative intern. Some
of the topics I covered included: bus behavior, fights in PE
class, bullying, inappropriate
worked for me when
dealing with behavior, but I would say I wore the hat well
during this internship. At first I
was not very comfortable in the position, but with my mentors
guidance, I began to feel
much more confident. I learned that most students will tell you
whatever if you let them
know the punishment will be less severe if they are honest about
what happened.
However, there are some students whose stories constantly
change. I learned that
those students are the ones that will continue to lie to stay out
of trouble, and you never
know if they are telling the truth or not. Luckily, I work in a
school where the former
working in a middle school
helps with this as well.
I do not have anything
that I would change. I would like to practice and refine my
skills dealing with behavior
problems. I do think there could be some improvements between

the office and the
teaching staff in how behavior is handled. Such as if a student
is sent to ISS (In School
Suspension,) the means of communication is poor in letting the
teachers know their
student is in ISS. However, this appears to be a simple fix in the
grand scheme of
things.
Multiple Hats
Sunday, December 8, 2019, 7:18 PM
The many hats principals must wear is an analogy for all the
different responsibilities of a school administrator. Both
articles give a list of jobs principals must attend to regularly;
some expected, some not. Either way, a principal must be
prepared to don any hat required, even if it does not fit quite
right. For me personally, the hats of the counselor and nurturer
fit the best. I thrive on building relationships with students,
parents, and staff. They give me energy each day and inspire
me to strive for excellence every day. The hat I am least
comfortable with is the helmet. I am not comfortable with
conflict and confrontation.
As would be expected, the helmet is an analogy for the times
when protection is needed. That may mean protecting a student,
the school as a whole, or on occasion, myself. Having dealt
with my fair share of angry parents over the years, I have
learned that the helmet is to protect from attack and not
intended to be used as a weapon. In football we call it
targeting. Just as it is bad form on the field, it is bad from in
the administrator’s office. When someone attacks me
personally, I tend to take offense in the beginning. But I must
always ask myself if there is any element of truth in what has
been said. Sometimes there is, and I must be open enough to
address that and make changes as needed.

Veteran principals today feel that their tasks are even more
challenging because of the way technology and accountability
measures have changed our schools. With technology being
integrated into every school, principals must decide how, when,
and where that integration with take place. Then, they must be
sure that the tech is being used effectively and not taking the
place of teaching, or being used as a time-filler, with no real
instructional value. Regarding accountability, I do not believe
there has been a time in the history of American public schools
in which principals have had so much pressure to demonstrate
growth and achievement. Though most will agree that our
national movement for greater accountability has improved the
quality of our schools, it has also changed the role of the
administrator. Now, they must know how to manage the
facility, staff, budget, and community relations, but they must
also be instructional leaders. Principals must practice shared
decision making rather than making unilateral decisions for the
school. In this era, principals need many more skills than ever
before to be successful. We may need another rack on the wall
for more hats.
52 Principal n March/April 2008 Yellow Dog ProDuctions/gettY
images
i n B r i e F
The authors describe a troublesome
perception gap between principals
and teachers regarding the principal’s
role as an instructional leader. Based
on extensive interviews with veteran,

mid-career, and novice teachers, as well
as their own experiences, they suggest
ways that both groups can help close
the gap.
olaf Jorgenson and christopher Peal
Closing a perception gap
between principals and teachers
is critical if they are to work together
for their mutual benefit and that
of the children they serve.
“What does she do all day, sitting in her office?”
“Raising test scores, that’s all that matters to him. He just
doesn’t get it!”
“She doesn’t understand what her teachers deal with every day.”
“Maybe he needs to go back to the class-
room for a taste of reality!”
s
uch perceptions
arise when teach-
ers feel that their
principals have distanced
themselves from the day-to-
day challenges of teaching.
Whether spoken or unspo-
ken, accurate or not, such comments reflect
teachers’ beliefs that their administrators have
lost touch with life in the classroom, and the

resulting gap is a serious concern.
When Principals
Lose Touch with
the Classroom
The gap can lead to negative stereotypes of principals: that
they are motivated more by self-interest and salary than serv-
ing children, or that their priorities and allegiances lean more
toward bureaucracy and budgets than teaching and learning.
Teachers feel that administrators don’t “get it” and this percep-
tion feeds an “us versus them” mentality.
For this article, we asked a group of veteran, mid-career, and
novice teachers, comprising more than 240 years of combined
classroom experience, to reflect on the perceived gap between
principals and teachers that all acknowledged existed to some
extent at their schools.
Principal n March/April 2008 53www.naesp.org
We asked each respondent:
n Why does the gap occur?
n How do perceptions of the gap
affect your school’s climate and the
relationship between faculty and
administration?
n What can principals do to help
close the gap?
n What can teachers do to help close

the gap?
why Does the gap occur?
Most respondents acknowledged that
administrators are extraordinarily busy
with noninstructional responsibilities,
and that they can become office-bound.
Perceptions of disconnect are com-
pounded when principals don’t visit
classrooms regularly. Teachers perceive
that principals’ infrequent visits dem-
onstrate that other priorities outweigh
the value of maintaining a classroom
presence. As one teacher explained: “I
think the gap occurs when the princi-
pal’s focus is on the logistics of running
the school and not on what occurs
between the four walls of the classroom.
The perception grows that the principal
doesn’t care about what goes on in the
classroom.”
In another common interview theme,
teachers believed their principals avoid-
ed classrooms because they lacked abil-
ity or confidence in their knowledge of
instructional methods. Some teachers
didn’t view their principals as qualified
teachers—undermining the principal’s
role as instructional leader. Among
teachers in Western and Southwestern
states, administrators’ unfamiliarity with
English as a Second Language method-
ology was a recurring area of concern.

Regardless of why principals lacked
presence in classrooms, teachers
consistently shared their belief that
administrators’ absences limited their
credibility among the faculty. One
teacher described a principal who
seemed to spend as much time in her
office or away from the building as
possible. “When she said [to faculty or
parents], ‘Great things are happening
in classrooms at [our school],’ teachers
rolled their eyes because they knew that
54 www.naesp.orgPrincipal n March/April 2008
she was never in classrooms to truly see
what was happening.”
Another teacher commented: “I
often have students ask, ‘Who is that
person?’ when the principal comes into
our room or passes our class in the hall-
way. It’s embarrassing to tell them he’s
their principal.”
A third consistent theme in our
interviews involved teachers’ percep-
tions that principals place exaggerated
emphasis on test outcomes, excluding
what teachers felt were other authentic
measures of student progress, such
as students’ improvements in effort,
engagement, confidence, and enthusi-
asm for learning (Protheroe, 2006).

How gap Perceptions affect
school climate
The teachers we consulted agreed
that perceptions of the gap profoundly
impact the working environment by
creating a sense of isolation among
the faculty. In Blase and Blase’s (1998)
study of effective school leadership,
teacher testimonials reflected isolation
and disappointment, resulting mostly
from principals’ absence from the class-
room and perceived abdication of their
instructional leadership role. A sense
of being left alone in the classroom fre-
quently resulted in a loss of respect for
the principal and subpar performance
by teachers.
what Principals can Do
Increased Visibility. The most effective
way for principals to combat percep-
tions of the gap is to establish and main-
tain regular visibility and engagement
in classrooms. We recommend that
principals schedule time so that walking
around and interacting with teachers
and students becomes a routine part of
the day.
Acknowledging the extraordinary
challenges of time management and
the bottomless nature of the principal’s
to-do list, it’s still possible to set aside

time each day for short classroom drop-
in visits. At schools we’ve led, we made
sure everyone in the office treats the
principal’s classroom visitation time as
sacrosanct, holding calls and schedul-
ing appointments around that time as
much as possible.
Drop-in visits alone may not be
enough, however. Teachers appreciate
administrators who read stories, act as
instructional aides, and occasionally
offer to relieve a class. In fact, princi-
pals should take every opportunity to
be guest teachers, demonstrating their
skills and engagement in classroom life.
As a 30-year teaching veteran observed:
“Telling a teacher what should hap-
pen in the classroom is one thing, but
modeling what should be happening
is extremely beneficial. Principals must
not feel afraid to get their feet wet.”
Time Management. In administrative
certification programs, time manage-
ment is repeatedly stressed, but in
practice it’s challenging for even the
best-organized principal to make time
for everything. Robbins and Alvy (2004)
recommend a time audit, in which
principals keep a daily half-hour activ-
ity record for at least a week. The goal
is for principals to compare what they
value with how they actually spend their
time, and then work to bring the two

closer together.
Some principals have closed the gap
by increasing the amount of time they
meet with teachers to articulate curricu-
la and plan together. Giving a teaching
team common planning time also says a
lot about the value a principal places on
planning and collaboration.
Study Groups. One school’s adminis-
trative team implemented study groups
with faculty, using staff meetings to
discuss professional texts. The principal
and assistant principal joined in the
dialogue about improving professional
practice, according to suggestions pro-
vided in the book.
Building Trust and Relationships. Trust
emerges from a relationship between
principals and teachers that is essential
to developing a harmonious school
environment. Costa and Garmston
(1994) cite teacher perspectives about
what makes principals trustworthy:
n Principals took responsibility for
their own behaviors. They admitted
mistakes and did not blame others.
n Principals were perceived as people.
Trusted principals revealed person-
al information about themselves so
others had a sense of who they were

away from the job.
n Principals were perceived as non-
manipulative. Trusted leaders
influenced directly, not covertly,
and had no hidden agendas.
Building relationships is critical in
minimizing the perceived gap between
administrators and classroom teachers,
and communicating appreciation to
staff members is essential. Daily notes to
thank, compliment, or share observa-
tions with faculty and staff are valuable
relationship-builders. One respondent
said: “The notes should give specific
feedback. When a note is specific, it
says that the administrator knows what’s
happening in my classroom.”
One innovative principal provides
coverage for a teacher’s class for all or
part of a day, allowing the teacher to
shadow the principal and gain a better
understanding of the principal’s expe-
rience and responsibilities. The gap
narrowed over time as teachers learned
about the “real work” of their principal,
directed as it was toward the welfare
of children and families and teachers
themselves. The strategy also helped
counter the efforts of several influential
teachers who devoted considerable
energy to cultivating anti-administrator
stereotypes.

what teachers can Do
When asked, “Are teachers respon-
sible for closing the gap?” interviewees
agreed that the widening distance
involves drift on both sides of the
relationship. It may seem obvious to
teachers that principals should be in
classrooms, but from the principal’s
“teachers feel that
administrators don’t ‘get
it’ and this perception
feeds an ‘us versus
them’ mentality.”
Principal n March/April 2008 55www.naesp.org
W e b R e s o u R c e s
All Things PLC provides research,
articles, data, and tools to educators who
seek information about professional
learning communities.
www.allthingsplc.info
Southwest Educational Development
Laboratory has a briefing paper, “Profes-
sional Learning Communities: What Are
They and Why Are They Important?” on

its Web site.
www.sedl.org/change/issues/
issues61.html
Mid-continent Research for Education
and Learning has a section on its Web
site devoted to leadership and organiza-
tion development.
www.mcrel.org/topics/leadership
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perspective an ever-expanding job
description, coupled with teachers’ lack
of understanding and appreciation of
what principals do on a day-to-day basis,
results in mutual frustration. Respon-

dents agreed teachers should take the
initiative to invite administrators into
their classrooms to observe and engage
in activities with students.
Another strategy shared by the inter-
viewees puts the onus on teachers to
build relationships with their principals.
“A teacher must feel comfortable to
stop by the principal’s office to talk
about instruction,” one interviewee
asserted. “When teachers say, ‘at this
school,’ they must realize that they are
a part of ‘this school’ and bear responsi-
bility to make it better.”
Another commented: “Ideally, teach-
ers will appreciate the tremendous
responsibilities and pressures placed on
administrators. Mutual respect means
just that, and teachers who expect to be
appreciated without returning the ges-
ture will always be frustrated.”
One teacher offered a strategy to
facilitate shared understanding: “It’s
very important that teachers assume
leadership roles in various schoolwide
projects and programs so that they can
begin to view the educational environ-
ment from an administrative perspec-
tive. And administrators should be
sure to provide ample opportunity and
incentive for teachers to participate.”
looking ahead

The principalship is sometimes a
thankless, isolated job. As school lead-
ers, we often find ourselves balancing
opposing demands of multiple constitu-
encies, while struggling to maintain our
optimism and professionalism. We are
challenged to make time for family and
personal nourishment while surround-
ed by teachers and support staff who
rarely comprehend the complex and
taxing nature of the principal’s role.
We hope that by recognizing the
root causes of administrative drift, and
employing some of the strategies that
school leaders and teachers can imple-
ment in improving collegiality, we can
begin to close the gap—to the mutual
benefit of teachers, principals, and the
children and families we serve together.
olaf Jorgenson is head-elect of the
Almaden Country School in San Jose,
California. His e-mail address there will be
[email protected]
christopher Peal is principal of
Meadowbrook Elementary School in Novi,
Michigan. His e-mail address is [email protected]
walledlake.k12.mi.us.

references
Blase, J., & Blase, J. (1998). Handbook of
instructional leadership: How really good
principals promote teaching and learning.
Thousand Oaks, CA: Corwin Press.
Costa, A., & Garmston, R. (1994). Cognitive
coaching: A foundation for renaissance schools.
Norwood, MA: Christopher-Gordon
Publishers.
Protheroe, N. (2006). Maintaining high
teacher morale. Principal, 85(3), 46-49.
Robbins, P., & Alvy, H. (2004). The new
principal’s fieldbook: Strategies for success.
Alexandria, VA: Association for Supervision
and Curriculum Development.
P
16 Principal n March/April 2008 Russ Willms/Getty imaGes
the many hats of the principal
Two veteran principals
offer perspectives on what
it’s like to handle their
increasingly diverse job

responsibilities.
Bob Krajewski
www.naesp.org 17Principal n March/April 2008
P
rincipals have always worn many hats that represent
the ever-increasing and complex dimensions of their
job. But the tasks today are more challenging than
ever as they seek ways to categorize and fit together a pletho-
ra of programs, plans, and promises to determine what actu-
ally works and what is critical for success.
Juggling Hats:
How Principals Survive
doors and ask departing students, “How
are you smarter this afternoon than
you were this morning?” People know I
really care about their kids. And yet, as I
reflect on past experiences, I would like
to have spent even more time with the
kids, and been more visible and avail-
able to them.
instructional leader
Both principals are passionate about
instruction, observing teachers daily
and seeing themselves as “teachers
of teachers.” They believe that the
instructional leader hat must be visible

to everyone. Principals need to know
what is happening in their classrooms if
they are to help their teachers grow and
stretch their teaching to new levels.
Matkin: I meet with each staff mem-
ber in the fall and spring to discuss
their roles—the different hats they
wear—and their personal and profes-
sional development goals. As they
identify growth strategies, I try to
facilitate their growth via campus and
off-campus observations, workshops,
conferences, and videos and CDs. Over
time, I’ve learned the importance of
i N B R i e F
The author profiles two veteran
elementary school principals who
describe the five most important hats
they wear and how they have grown
more comfortable wearing them.
This article profiles two veteran prin-
cipals who are finding ways to handle
their increasing responsibilities. Melva
Matkin has been principal of Gregorio
Esparza Accelerated Elementary School
in San Antonio since 1989. Her school,
which once had severe needs, has
achieved state and national honors.
Darrell Barringer is principal of
Carolina Springs Elementary School in
Lexington County, South Carolina, one

of several schools he has opened dur-
ing his career in the district. He is an
authority on professional development
schools.
Guided by the quality indicators of
Leading Learning Communities: Standards
for What Principals Should Know and Be
Able to Do (National Association of
Elementary School Principals, 2001)
and their own experiences, these prin-
cipals have focused on the five roles
they consider most important to their
schools’ success.
Kids First
Both principals say that the primary
concern of their jobs is the children
they serve, and that focusing on excel-
lent teaching for them takes a lot of
time and energy. In every decision they
make they must focus on the needs of
children, regardless of the kind of hat
they are wearing.
Matkin: Making sure our kids have
good memories of their childhood is
what it’s all about. We never want to end
a year thinking of what we should have
done for a child, because that means
we’ve wasted a year of that child’s life.
So I meet often with team leaders and
content-area and grade-level facilitators
to analyze goals and plans, assess prog-

ress, and change or stretch as necessary.
I regularly reflect on the deeper
implications of decisions we make in
order to be sure we focus on kids first.
For example, because we know our
kids need enrichment opportunities,
we allocate Title I monies for after-
school enrichment programs. Because
we know that our kids need real-life
experiences, we work with our PTA to
provide four to six field trips each year
for each grade level.
Barringer: I’m interacting with kids
all day, from the time they arrive in the
morning until they leave in the after-
noon, when I go outside to open car
www.naesp.org18 Principal n March/April 2008
investing in professional development.
The money we spend on people pays
back great dividends in better instruc-
tion for kids.
Barringer: My doctorate focused
on elementary education and I try to
keep my staff up-to-date by develop-
ing teaching units and sharing them
in person and on our Web site. Our
administrators observe 16 classrooms
every two weeks for 15 minutes of nar-
rative (reflective personal conversation)

journaling, focusing on good teaching
habits, as well as student responses and
initiations. This formative process allows
teachers to chronicle their growth
throughout the year.
learner/Facilitator
Principals need to see the big picture
and have a vision of where they want
to go if they want to motivate and chal-
lenge others to grow and do their best.
Vision is the anchor on which all school
decisions are made. Most of all, they
must model a pattern of continuous
self-growth.
Matkin: It takes energy and time to
stretch and grow, and I’ve never asked
my staff to do anything I’m not will-
ing to do with them. I attend teacher-
development activities in order to keep
informed as to what they have learned
and are expected to implement. Some-
times it seems old because I’ve already
been there and done that. But what I
see and hear about their experience, or
what they need to do, is invaluable in
guiding their growth.
When I first started out, I didn’t listen
as much as I do now. Listening comes
with increased confidence in the long
term. It takes three to five years to devel-
op perspective and maturity in working
with staff, learning not to sweat small

stuff, deciding what issues to deal with,
and how to delegate responsibility.
Barringer: I’m an avid learner and I
always accept challenges to learn more.
In reflecting on my experience in other
schools, my behaviors may not always
have been what I would like. But in a
new situation, I try to bring in the “good
baggage” and not focus on my past
experiences. Rather, I ask, “Is this good
or is there something better?”
Researching, talking to people, and
reflecting are part of a powerful leader-
ship style, and faculty and staff will fol-
low leaders who are also learners. I am
always open to teachers who want to try
something new, or approach a problem
from a different perspective. As they
grow, I grow as well.
CeO
The idea of principals as CEOs comes
from the overall scope of responsi-
bilities their role now encompasses. As
chief executive officer, Matkin under-
stands that she is expected to juggle
these roles and be accountable for her
school’s success. Barringer believes that
to be an effective CEO requires per-
sonal power.
Matkin: If and when things don’t

go well, the buck stops with me—no
one else. I have lots of responsibilities
and I’m never finished with the job;
however, I never want to seem too busy
for those who need me. I constantly
struggle to remain approachable and to
invest in staff, community, and students
because they need to see my human
side.
But I’m still the boss. That’s the yin
and yang of leadership. I’m getting bet-
ter at it, but it’s difficult.
Vision is what helps it all make sense
and give purpose to our lives. Sustain-
ing a vision requires sharing it, having
people believe in it, and making it a
characteristic of a high-performance
learning culture.
W e b R e s o u R c e s
NAESP’s Leadership Academy offers
workshops, seminars, and e-learning
opportunities in leadership training.
www.naesp.org/nla
The Wallace Foundation includes a
resource section for school leaders on
its Web site.
www.wallacefoundation.org/
KnowledgeCenter/Knowledgetopics/
educationleadership
The Newsweek article “The Principal

Principle” examines the many roles a
principal must play.
www.newsweek.com/id/33646
Barringer: Being personable and
approachable, knowing faculty and
staff and their families, and recogniz-
ing their joys (births, birthdays, and
awards) and sadness (illness, injuries,
and deaths) are crucial to being a good
administrator. The social aspect of a
school family cannot be overlooked,
and my presence at faculty cookouts
(where I cook), celebrations, and other
events all send a message that I’m
approachable. Individual conferences
that I hold twice a year with each staff
member around a specific agenda send
a similar message.
I define CEO as collaborative educa-
tion officer. I don’t mind being account-
able for my decisions if I’ve been col-
laborative in my decision-making. When
I speak, I feel that I speak for all of us.
A few years ago, if someone said, “I
don’t agree” or “I’ll appeal,” it may have
seemed threatening. I think I’m smarter
now. I’ve learned to be more confi-
dent in my decision-making because I
“ … the tasks today are
more challenging than
ever as [principals] seek

ways to categorize and
fit together a plethora
of programs, plans, and
promises … ”
research the issues and stay abreast of
what’s going on.
technology integrator
Technology is always changing and
if you don’t integrate it and use it
consistently, you fall behind. Wearing
the technology integrator hat, princi-
pals are responsible for adopting and
using technology as a seamless part
of their instructional programs. They
must be current with respect to what is
appropriate in all areas of technology
integration.
Matkin: When we consider basic uses
of technology, we are aware that not all
of our parents have access to technology
at home. Therefore, I have to keep an
open mind about how to incorporate
technology into my daily life and work.
Nevertheless, I’ve made a conscious

decision to embrace technology and
not fight it—which is not easy for all
folks. We cannot take people to places
where we refuse to go.
Barringer: My school has state-of-the-
art technology, including electronic
whiteboards and ceiling-mounted
projectors in every classroom. We try to
make technology accessible to all, and I
expect everyone to use it appropriately.
But I’ve learned to not be a technology
person for technology’s sake. Technol-
ogy can certainly make kids smarter,
but it also can be a time-waster. Some
technology that I used to think was
wonderful I don’t think is so wonderful
anymore. Looking back, I ask, “Did we
accomplish more? Are the kids better
prepared? Do they know more?”
The elementary principal has a dif-
ficult job that requires multiple skills.
Since the skill requirements constantly
change, the principal must constantly
adapt. Thus, change is inevitable; flex-
ibility is mandatory. Tough? Yes, but
the joy is in the journey of growing
and becoming a better person, a better
administrator, and in knowing you are
making a positive difference in chil-
dren’s lives.
Bob Krajewski is a professor of

educational studies at the University of
Wisconsin-La Crosse. His e-mail address is
[email protected]
Reference
National Association of Elementary School
Principals. (2001). Leading learning
communities: Standards for what principals
should know and be able to do. Alexandria,
VA: National Association of Elementary
School Principals.
“Principals need to see
the big picture and
have a vision of where
they want to go if they
want to motivate and
challenge others to
grow and do their best.”
P
34 Principal n March/April 2008 William Whitehurst/COrBis
the many hats of the principal

i N B r i e F
The author, a principal, describes
a typical day at her school as she
must take on numerous hats and
roles—among them listener and
confidante, parking lot attendant, PR
and marketing manager, accountant,
and coach.
i
t is barely 9 a.m. and school has been in session for
only 40 minutes. My desk is covered with things
needing my attention—all with priority sticky notes
on them—and the voice mail button is blinking like
crazy on my phone.
A typical start to the week you might ask? Oh, yes—
this is the world of administration. It’s the beginning
of a busy day and a busy week ahead.
Like the peddler in the children’s book Caps for Sale
by Esphyr Slobodkina, I have many hats to wear. Some
fit very comfortably; others are very snug and,
at times, difficult to wear. There are some hats I am
prepared to wear and some that do not fit well at all.
a Good Fit
The hat that fits the best is the one that I have been wearing for
a long
time. It is comfortable, easy to put on, and I never grow tired of
wearing
it. I like to picture this hat being large, floppy, and soft yellow

with pretty
A day in the life
of this principal
requires juggling
many hats.
Joan m. Gardner
The Multifaceted Role of Principals
The Multifaceted Role of Principals
flowers. I wear this one in my role as
a listener, a confidante, and a friend.
This is the hat I always want to wear
when I am walking down the hallways
or stopping in classrooms to see learn-
ing taking place. I wear this hat when I
lean over to speak to a child, to marvel
at his or her writings, or to hear that
special story. I wear this hat when a staff
member or a parent stops in to talk, to
share a suggestion, or to ask for advice
or assistance. This is a good hat and one
that I wear often!
Today, though, this hat is still sitting
on the shelf because I have yet to leave
my office. Instead, other hats have
plopped themselves on my head. First
there is the traffic controller cap—con-

gestion in the parking lot needs to be
addressed. Someone has to figure out
a way to facilitate the morning drop-off
since today there is orange fencing sur-
rounding a large hole where an oil tank
is being dug up. “Could they just drive
around?” I ask. Although there are
others who could wear this particular
hat, it seems that the question inevitably
is asked of me. I think back to when I
was about to don a mortarboard as a
degree candidate and to all the admin-
istrative classes that I’ve taken—parking
lot attendant was not described in detail
in any of them.
Nor was the next hat ever mentioned:
a gardening hat. The town tercenten-
nial committee needs a decision: Where
are the daffodil bulbs going to be
planted so that the schoolyard will be
suitably covered with a multitude of yel-
low blooms come spring? This decision
seems to require a degree in botany
since the light, soil, and drainage are
not to be taken lightly. In addition, the
view from the road must be considered.
And did I mention I also have to find
the perfect spot for 500 bulbs to be
planted—one for each student?
I jump at the chance to don the next
hat. Waiting to take its place on my
head is a hardhat. Construction zone?

No, just a trip into the boiler room to
check for storage space for the extra
furniture that needs to be saved for that
rainy day I am sure will happen. In a
small school with space problems, any
little unused space is up for grabs, and
the head custodian and I finally agree
to share some of the space downstairs.
a snug Fit
Back upstairs with the hardhat still
on, I begin the first walkthrough of
the day. Maybe it’s closer to a security
guard’s hardhat that I have on now as
I begin to check the outside doors and
clear some boxes away from the fire
exits. One look inside the elevator and
I make a note that it’s still not opera-
tional and a call to verify the repair date
is needed. Now I’m an engineer. Same
hat, but with a different title.
I feel like the neighborhood cop
walking the beat. Rules and expecta-
tions must be reinforced. The students
must be reminded of our positive
behavior supports and encouraged
to follow the posted procedures: “Be
Responsible, Be Respectful, Be Safe.” I
walk through the hallways smiling, say-

ing “Good morning” and “Have a good
day” to the students and staff I pass—
this is more like it. Where’s my yellow
hat when I need it?
A nurse’s cap is waiting for me as I
arrive back in my office. A large num-
ber of students are in the nurse’s office
needing attention and I’m ready to
assist her in making phone calls home.
Chickenpox has appeared on several
students and parents must be notified.
My secretary arrives to help the nurse.
I delegate some tasks and I pass on the
nurse’s hat. Before I know it, a new hat
is beckoning.
A straw hat with red- and blue-striped
ribbon around the brim would be suit-
able since my next task takes me into
the world of public relations. As a mem-
ber of the community relations board
for the local branch of our credit union,
I meet with the branch manager to
plan for our student banking program.
We also discuss his ideas for displaying
student work in the bank and ways to
inform the parents of the bank’s contri-
butions to the school. The fundraiser
hat is next as I inquire about support
for our Birthday Book closet and Family
Literacy Night. From marketing to pub-
lic relations and community relations,
one hat after another falls on my head.
These roles are becoming increasingly
important in my daily schedule. Busi-

ness contacts provide a vital link to the
community, and without local support
and donations many of our events at
school would not take place. It is also a
vehicle for getting the word out in the
community about the good things hap-
pening in the schools. Wearing this hat
creates the opportunity to exchange
information and ensures positive com-
munication between the town and
school system.
I’m not quite sure what type of hat I
need to wear now, but a French beret
comes to mind. I have a meeting with
a community member who is eager to
start an after-school French program.
This is a wonderful opportunity for our
students, and we make arrangements
for grade levels and set about schedul-
ing the classes.
In the next hour, the hats on my head
change quickly from a cowboy hat as I
round up children on the playground,
to an accountant’s visor as I fine-tune
the budget, and then to a chef’s hat as
I help serve a special lunch to a class of
students and guests.
too tight
Perhaps the most uncomfortable
hat I am asked to wear is the helmet
that signifies the need for protection. I

wear this hat when a serious disciplin-
ary incident takes place, when I am
called to handle a disruptive student,
or even when an angry confrontation is
happening with a parent or staff mem-
ber. It is only natural to try to protect
oneself, but as principal I am charged
with protecting everyone in the school
family—students, staff, and parents.
Emotional stress can be hard on every-
one, but when children are involved it
is critical that the situation be handled
tactfully and quickly. Fortunately, this is
only a temporary headpiece and is usu-
ally replaced with a gentler, friendlier
chapeau.
Just right
Next to my oversized, soft, cushiony
yellow hat hangs the best hat of all. This
is the most versatile hat. I can wear it
with any outfit. It goes everywhere with
me. The cap is one that I can wear both
with children and adults. It sits atop my
head as a symbol of my most important
role as a principal, that of instructional
coach. My role is to guide and facilitate
the professional learning community
within my school. Coaching teachers to
reflect on their instruction, to try new
strategies, and to collaborate with their
colleagues is a critical component of
my job as principal. It is up to me to set
the tone for a culture of professional

respect and professional growth for my
school family. This cap signifies my role
as a member of the team as well, and I
wear it with pride. Wearing the coach’s
cap comes with the responsibility of
providing the teachers with proper
equipment—the right resources and
materials—to make their instructional
tasks easier.
Others also can wear this cap. Shar-
ing the leadership role is not always
easily achieved. It is not always easy to
find just the right person to encourage
into a leadership position. Knowing
how to identify teacher strengths and
weaknesses is part of my daily job as
the instructional leader in the build-
ing. The coach’s cap fits well on those
I have chosen to be instructional men-
tors in the building. Wearing the same
caps pulls us together as a team. It
builds a strong interpersonal, profes-
sional, and collegial relationship within
our ranks. New leaders join the team,
taking on new positions, and the team
becomes even stronger. Sometimes
“there are some hats
i am prepared to wear
and some that do not fit
well at all.”

A u t o | H o m e | L i f e | A n n u i t y
Teachers have needs, too. That’s why we offer special insurance
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To learn
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62976_07HMN020_rev.indd 1 6/29/07 12:21:29 PM
the cap is passed to district consultants
such as the language arts consultant
or math consultant. Sometimes it is
worn by the special education director.
I do not hesitate to find my in-house
experts and give them opportunities
to develop their instructional skills by
working with other experts in their
field. This expands or widens the field
for learning. The collaboration time
that teachers spend with their coaches
is invaluable. My data team leaders all
wear the team cap at our meetings.
Wearing the same caps represents our
collective commitment to improving
instructional practices and increasing
student achievement.
Along with my coach’s cap come
pompoms. The time I spend each day
in the role of cheerleader encourag-
ing students to work harder, to learn
more, to enjoy what they are doing,
to succeed, and to celebrate their new

achievements gives me the greatest sat-
isfaction. This role, or hat, fits naturally
as I interact with students throughout
my day. While it is important to moti-
vate and encourage my teachers, it is
equally important that my students feel
accomplished and hear positive com-
ments about their efforts to improve.
Listening to first graders read their
first books, and listening to kinder-
gartners read the book they’ve written
is as rewarding as sitting in a collab-
orative teacher-team meeting where
new strategies are being discussed
and interventions are being planned.
Watching fourth graders handle the
production of our daily TV newscast,
and remembering back to their earlier
years, provides the job satisfaction that
I need to continue in my profession.
For I truly believe that this is not just a
job, but a professional position that I
hold with pride.
It’s almost 6 p.m. and time for me to
put my hat on and go home. I’ve left
all my other hats hanging neatly on
the rack in my office. They’ll be there
waiting for me tomorrow. I try to put
on a very ordinary, comfy hat as I leave
for home, but sometimes I am almost
home before my family hat rests com-
fortably on my head. As a wife, mother,

daughter, and grandmother, I need to
remember the importance of wearing
my family hat.
Weary? Yes. Disillusioned? Not one bit.
There isn’t one hat I would trade; I enjoy
my job with all of its wardrobe changes.
There are not too many jobs that allow
you to be so fashionable at a moment’s
notice! Perhaps a few new ones will join
the collection tomorrow.
Joan m. Gardner is principal of Killingly
Central School in Dayville, Connecticut.
Her e-mail address is [email protected]
killinglyschools.org.
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“there isn’t one hat i
would trade; i enjoy
my job with all of its
wardrobe changes.”
P
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Week 8 Instructor Notes
Notes from the Field
It is probably a very good analogy to use when we say
principals wear many hats. In the
winter, you are in your building before daylight. You have
some teachers out today and
substitutes have been called. You have to be sure they have
arrived and are at their posts.
If not, you have to find someone to cover—maybe you—until
that person arrives. You are
hoping you won’t have a late bus today, as that always seems to
start everything off wrong.
What about the teacher who comes into your office, totally
exasperated with a student?
You can hardly ignore it. You quickly devise a plan to help her
out before that student gets
on her last nerve. “Bring him and his assignments in here; I
will clear off a spot on my desk
and he can continue his work uninterrupted!” This was my
response—the student’s work
was uninterrupted and working at a corner of my desk allowed
me to keep my eye on him
as I completed my work.
The kindergarten teachers march in next. It is taking most of
their time at lunch to put the
milk on their students’ trays, and their lunch periods are
shrinking! You take on that job so
that you are sure they get their thirty minutes of duty-free lunch
time. Then you put
yourself on lunch duty for the upper grades because you have
heard that lunch is not so
much about eating with that group; it is all about entertaining
each other by throwing food,

squeezing the condiments on someone’s new pants, and making
messes they seem to have
no responsibility to clean up.
Oh, yes, and Grandpa calls every morning just to be sure his
grandson arrives at school.
You worry about giving out that information over the phone, but
the secretary has assured
you that this has been going on for years! He just wants to know
that his grandson has
arrived at school.
Then there is Mom who wants you to call her as soon as that
field trip bus gets back to
school today. She is embarrassed to tell you, but she is so
concerned about something
happening on that field trip. She just has to know the minute
that bus pulls into the school
driveway and her daughter is safe. Can you please give her a
call to put her mind at ease?
Of course, you can. That is something we will do to alleviate
that mom’s anxiety.
I could fill this page and more, but these are just a few of the
events in a day in the life of
your school or any school. We move from one situation to the
next—one event to the
next—keeping it all together. The “hats” the public sees us
wear are one thing—there are
many other “duties as assigned” that they will never see.
Interestingly enough, we cannot
pick and choose what we do, as there here is nothing I have
listed here that we will say
“no” to. We just do what we do to make our schools the best we
can make them.

Content Notes
Have you seen that on a position description? Most of the time,
at the end of the
expectations for the position there is a statement that reads,
“Other duties as assigned by
your supervisor.” If we were to sum up all our discussions about
the duties of the principal,
we could probably say it in one word: Voluminous! We won’t
go back over all of them at
this point, but suffice it to say that we have probably all agreed
that one of the two most
challenging positions in our profession is the principalship.
The other one, you might ask?
Superintendent!
As we have discussed previously, if you are to be an effective
school executive, you will
spend more time in the classroom than in the office. You will
be out in the hallways, in the
cafeteria, in the parking lot, on the playground—you name it!
You will be going all day
long—a very high-energy job. Our discussions have centered
around the principal’s
responsibility to not only be the school manager, but the
curriculum leader who has great
impact on student learning and achievement.
The principal’s responsibilities now go even beyond the school
building and the community-
at-large. The need for the school executive to become a global
leader and lead the staff in
the importance of educating students for a global society has
been added to the many hats

you will wear.
We could continue to add to the list and the pages of content
notes, but we would be remiss
if we didn’t at least remind ourselves that work-life balance is
so important here. We have
all read the data about the high burnout rate among educators. It
is safe to say that many
times one can feel overwhelmed. How can we keep from being
one of those statistics? We
can start by taking time for ourselves every day. It would be
beneficial to you to take a
few minutes to read the article below. The authors are spot on
in their description of the
“24-hour culture of stress.”
“A Survival Guide for Frazzled Principals” by J. Allen Queen
and Donald Schumacher
http://www.naesp.org/resources/2/Principal/2006/N-Dp18.pdf
Briefly, (and you will see this in the article), as many as 75
percent of principals experience
stress-related symptoms that can affect their physical,
emotional, and mental health. The
authors provide practical suggestions for controlling stress,
including balancing person and
professional life, priorities, avoiding three major “time
bandits”, learning to managing time,
and even exercising! These are great ideas to prevent burnout
in any profession.

Multiple HatsMonday, December 9, 2019, 400 PMA hat that I h.docx

Multiple HatsMonday, December 9, 2019, 400 PMA hat that I h.docx

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