a document I created for Peace Corps teachers (but applicable to all volunteers). How volunteers can have a more enjoyable experience.

1. EXPECTATIONS OF PRINCIPALS WHO HAVE WORKED WITH PCVs.
An informal survey by a former PCV teacher
About the survey:
This survey is based on a set of personal interviews with nine people who have worked as principals where PCVs were
assigned. These people represent Samoan and Palagi, Catholic, Methodist, and Government schools, Tertiary and
Secondary schools. The interviews were presented around the theme of “Past problems and difficulties between PCVs and
their principals.” During this discussion the principals were asked to list their expectations of PCVs as misunderstandings
sometimes arise when a PCV does not meet the expectations of the principal, either partially or wholly. This paper is a
non rigorous compilation of their responses in this area.
1. PCVs should be knowledgeable in their subject areas. Just being willing to help is not enough, there should also
be some level of expertise/experience in the subject area(s) that the PCV claims to be able to teach. This is crucial
because most PCVs can’t bring other skills like teaching experience to their jobs, but at least they can bring a sound
understanding of science, English, Agriculture, or whatever to Samoa.
2. PCVs should be willing to adapt. The schools where PCVs work have been around for 10, 20 years, maybe longer.
They have developed under certain constraints and are adapted to them. There are reasons for the ways that the school
has been doing things. Principals are not irrational, they may be ham strung by circumstances but they are not
irrational; they too have reasons. They appreciate the enthusiasm that some PCVs have towards improving things but
find it irritating to have a volunteer press for change in the established system if the principal feels that the volunteer
doesn’t appreciate the reasons behind or the constraints upon the present system. If you bring suggestions as a co-
worker, a proven teacher, someone who has worked within the system and has shared in its failures and successes,
your voice is much more likely to be heard than if you are perceived as an outsider, a newcomer, someone whose
attitude implicitly denigrates those who do work in and perhaps have helped develop the present system. So principals
expect PCVs to conform to the present policies and practices of the school, especially for the first year. This
conformity also extends beyond the classroom. The schools here have, as previously mentioned, been here a number
of years and hopefully will remain a good while to come. PCVs are here two, maybe three years. So it is the case that
while PCVs will only have to endure the consequences of any “mistakes” for a year or two, the school for whom the
volunteer worked and represented in the eyes of the community might be saddled with the “mistake” for many years.
Principals expect volunteers to make some concessions if necessary (this applies more to those living on school
compounds) in and out of school behavior so that they don’t blatantly contradict the mores of the school or
surrounding community.
3. PCVs should keep their principals informed about problems and plans. The principal is responsible for the
school so he or she has a vested interest in making sure it operates smoothly. Thus they have a pragmatic reason for
wanting to help the PCV sort out their problems before they get too big. They also usually have a personal reason in
that they care about the people who have volunteered to work for them. Principals want to help, but they can’t if no
one confides in them. And it is they who are probably in the best position to help with school related problems. On the
other hand, be aware that principals are busy and can’t always spare a moment when you want them; prepare to wait
or make an appointment for later. Furthermore, while they are a great source of aid they can’t solve everything for you
and also other staff members might be able to help you just as well as the principal in some situations. Principals need
to know of any special plans for picnics, field trips, other projects, etc. If you go independently on your own way
without keeping in touch you might be undermining the principal because if there’s any problem it is the principal
who’ll receive the blame, even if he or she never knew one thing about what you were doing. Show a professional
respect for the position and authority of the principal by showing the necessary information through the proper
channels, even if you don’t respect the principal as a person.
4. Principals expect their teachers work to promote staff unity. A division between staff members harms the school.
The students can feel the tensions and respond to them. Also if one staff member feels isolated or ostracized, their
work suffers, which again hurts the school as a whole. In Samoa the international quality of staff of most schools adds
to both the difficulty and rewards of building relationships with non-PCV staff. The choice is clear: a staff which co-
operates and gets along with itself is a much more pleasant and helpful environment to teach in than one that is
divided or cliquish. Another facet of building relationships very pertinent to first year teachers is that the other more
experienced staff members might have a wealth of advice and suggestions which are very applicable since you are all
working with the same resources and students. Since most teachers don’t like to give unsolicited comments they all
understand that ultimately you’re by yourself up in front of the classroom. You’ll probably only get help after a
relationship have been established.
5. Principals like to see volunteers participate in more than just teaching. They have seen over and over the
differences it makes in the attitude between the teachers who involve themselves and those that don’t. Those that do
seem more satisfied, relaxed and capable in the classroom due to their more varied interactions with the students. It
seems to correlate well with the successfulness and enjoyment of the PCV in his or her term in Samoa.

2. 6. Principals anticipate professional behavior from their staff members (including PCVs). Such as punctuality,
calling in, preparing lesson plans, etc. It is easier for staff and students alike to respect you as a teacher if you
consistently behave as one.
7. Principals don’t expect the first year to be one of great achievement. Most PCVs must acquaint themselves with
teaching and classroom management, with the Samoan/ New Zealand curriculum and educational methods, and with
the operation and resources of the school where they are working. They don’t expect full fledged teachers but they do
expect someone who is open to advice; willing to learn the necessary facts, methods, rules, etc., not egotistically
hostile to the voice of experience (pointing out mistakes is not necessarily an accusation of inadequacy). Not that they
expect blind obedience, for that would eliminate the potential for constructive innovation, but rather a sincere attempt
to reconcile oneself with the pre-existing circumstances. Whether or not this is achieved is not as important as making
an effort to do so.
8. Principals would like volunteers whose main goal is to serve. There can be many other motivations but the primary
should be altruism. If a volunteer is running away from problems, stateside, they usually can’t help but bring the
problems with them which detracts from service. If they come for travel and excitement then there isn’t enough time
for work. If they come to find themselves then others won’t get much attention. Wanting to do service allows one to
accept burdens, inconveniences and frustrations. It impels you to take the initiative to find ways in which you can
help. It lessens the fear of failure if you work to the gratification of others besides yourself. Willingness to serve
makes one more eager to hear the ideas of others and makes it easier to cooperate towards greater good. Each
volunteer has to figure out how they can best use their talents and experiences. Most principals expressed a hope that
the idea of service would be the basis for this decision.
A quick summary in reverse of what principals want from PCVs:
Altruistic motivation
Open mindedness
Professionalism
Participation in extra-curricula activities
Solidarity with staff
Communication with principal
Adaptation to present system
Knowledge of subject area
Perhaps this can be considered like a Christmas wish list: ask for a lot and maybe you get some of it. Nobody has a right
to demand perfection. The point is it has been the obvious lack of one or more of those qualities which has been identified
as the source of difficulties between principals and volunteers in the past. It does not mean that a lack in one of these areas
will cause problems in the future only that it has in the past and it might in the future. On the positive side, it can be said
that having these qualities does usually contribute to volunteer satisfaction.