Page 35 - EdViewptsSpring2017

Program Goals, Structure, position that they have not yet attained. role, aspiring administrators found
and Function Most participants — notably those who themselves uniquely positioned to
have already completed their Master’s
act as “translators” for the faculty with
The goals of the AAA, as envisioned degree and administrative certification whom they share the same job title
by the FRHSD strategic planning programs — expressed a profound and working conditions. Laura spoke
team, were to encourage leadership yearning to do more to impact more freely about how she is already acting
continuity while empowering internal students and other staff. The AAA was as a translator between teachers and
staff members to expand their profes- universally viewed by participants as the administration.
sional capacity. The strategic plan supportive of their growth and trans-
approved by the Board of Education formation, expanding participants’ The biggest thing that I find us doing,
in 2012 required the designers of understandings of the diverse admin- is that translation… the administration
the program to incorporate current istrative roles and responsibilities that says this, central office said that —
scholarly literature into its activities await them further along their profes- we get it, we digest it. That is what
and structure and provided for the sional journey. the translation we are doing is about,
iterative solicitation of feedback, an- telling teachers: ‘This is what it's going
nual progress reporting, and informed to look like in your classroom. How
improvements. The program was This need is urgent; it will actually function in your room.’
launched during the 2014-2015 school there is a strong link That's what teachers want to know…
year with 32 teachers admitted into between principal we're trying to minimize the concerns
the first cohort. All participants were that they're raising.
tenured teachers who had expressed succession and overall In this new role, participants felt they
interest in moving into administration. school performance were the right ones to facilitate the un-
Most hold the certification to do so. derstanding of the myriad of initiatives
Meetings were conducted after the at a time of historic for colleagues, who they reported were
conclusion of the school day for two external pressures for more likely to receive the message
hours featuring collaborative discus- accountability. from peers than from their evaluators.
sions of the selected topics [communi-
cation; change leadership; educational Implications
law; ethical decision making; school Sheltered Authentic Practice Districts considering the development
finance; transitioning out of the class- of a similar capacity building, leadership
room]. These sessions were purpose- Participants universally recommended development program should consider
fully interactive, with each featuring that the program incorporate experi- that there is a relatively untapped
an opportunity for small group discus- ences that challenge and expand their reservoir of potential within aspiring
sions and individual comments on the problem-solving capacity. A majority administrators which can be tapped to
topics presented. of participants made note that more alleviate the mounting pressures on
While working with aspiring admin- emphasis on authentic, hands-on, or the principalship, as well as plan for the
scenario-based activities would further
istrators, we noted several important enhance the program and these have eventual, and inevitable passing of the
transitions that reflect the challenges, been purposefully incorporated in its baton. If public school administrators
struggles, and triumphs encountered second year and beyond. Kimberly, a are able to formally empower teachers,
along the leadership journey to aspiring social studies teacher and School Im- while still in the classroom, to take on
administrator. Understanding these has provement Team lead teacher, noted, additional responsibilities of school
enhanced our ability to customize the leadership — including those associ-
program to meet evolving staff needs. We're more in the ‘now it's time to get ated with using data to inform decision-
our hands dirty’ metaphorically, and making, planning for and differentiating
Living in Limbo we are able to do some of this work… professional development, enhancing
The majority of FRHSD aspiring admin- Because we've read all of the stuff in instructional practice, and supporting
textbooks. We know that for the most
istrators noted a shift in their perspec- part, but what is it like on the front performance based, authentic student
tive or lens through which they view lines… on a day-to-day? learning experiences — districts will be
educational issues and practices as able to leverage teachers to assist oth-
they pursue an administrative role. Policy Translators er staff members to readily internalize
This shift has left them feeling stuck in new initiatives and more easily under-
between a classroom that can no lon- As they were empowered to pursue stand the classroom-level implications
ger contain them or their professional additional leadership experiences of state mandates.
ambitions and a formal leadership while still officially in the teacher’s

Educational Viewpoints -33- Spring 2017