Principal Leadership Quotes

Great teachers have high expectations for their students, but even higher expectations for themselves.

You show me a school with a principal behind the desk, and I'll show you a school without principal leadership. (Quoting Baruti Kafele)

Leadership potential is in everyone; we all have it, but we all don't know it until we have a direct individual encounter with the Holy Spirit of God. The principal source of leadership influence is the Holy Spirit.

It’s important to remember that implementation plans are not for the planners; they are for the implementers. Thus, as I concluded in Motion Leadership and

Those who by valorous ways become princes...acquire a principality with difficulty, but they keep it with ease.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

You cannot occupy a proper place on earth without wisdom. It is the principal thing you must have.

We need Wisdom to seek for the Kindom and we need the Kingdom to have the Freedom to posess all other things!

Education is the realization of hope for the future.

It is the principal paradox of this period that the only sphere of our economic system in which government intervention is urgently necessary is also the only point at which action of the State is now effectively inhibited. It is in the region of wages and prices that we really require the continual economic leadership of government, but in our prevailing trade structure any such suggestion has come to be regarded as impious.

I believe the message in the hymn “Rise Up, O Men of God” (Hymns, no. 324) is a plea, a call, a divine invitation for us to rise above the telestial tinsel of our time; to deny ourselves of ungodliness and clothe ourselves in the mantle of holiness; to reach and stretch and grasp for that spiritual direction and sacred empowerment promised to the Lord’s agents, to those charged to act in the name of our Principal, Jesus Christ; and to point the way to salvation and deliverance and peace in a world that finds itself enshrouded in darkness, a world that yearns for spiritual leadership.

In agricultural communities, male leadership in the hunt ceased to be of much importance. As the discipline of the hunting band decayed, the political institutions of the earliest village settlements perhaps approximated the anarchism which has remained ever since the ideal of peaceful peasantries all round the earth. Probably religious functionaries, mediators between helpless mankind and the uncertain fertility of the earth, provided an important form of social leadership. The strong hunter and man of prowess, his occupation gone or relegated to the margins of social life, lost the umambiguous primacy which had once been his; while the comparatively tight personal subordination to a leader necessary to the success of a hunting party could be relaxed in proportion as grain fields became the center around which life revolved. Among predominantly pastoral peoples, however, religious-political institutions took a quite different turn. To protect the flocks from animal predators required the same courage and social discipline which hunters had always needed. Among pastoralists, likewise, the principal economic activity- focused, as among the earliest hunters, on a parasitic relation to animals- continued to be the special preserve of menfolk. Hence a system of patrilineal families, united into kinship groups under the authority of a chieftain responsible for daily decisions as to where to seek pasture, best fitted the conditions of pastoral life. In addition, pastoralists were likely to accord importance to the practices and discipline of war. After all, violent seizure of someone else’s animals or pasture grounds was the easiest and speediest way to wealth and might be the only means of survival in a year of scant vegetation. Such warlikeness was entirely alien to communities tilling the soil. Archeological remains from early Neolithic villages suggest remarkably peaceful societies. As long as cultivable land was plentiful, and as long as the labor of a single household could not produce a significant surplus, there can have been little incentive to war. Traditions of violence and hunting-party organization presumably withered in such societies, to be revived only when pastoral conquest superimposed upon peaceable villagers the elements of warlike organization from which civilized political institutions without exception descend.

The disaster at the Chernobyl plant, along with the war in Afghanistan and the cruise-missile question, is generally seen today as the start of the decline of the Soviet Union. Just as the great famine of 1891 had mercilessly laid bare the failure of czarism, almost a century later Chernobyl clearly showed how divided, rigid and rotten the Soviet regime had become. The principal policy instruments, secrecy and repression, no longer worked in a modern world with its accompanying means of communication. The credibility of the party leadership sank to the point at which it could sink no further. In the early hours of 26 April, 1986, two explosions took place in one of the four reactors at the giant nuclear complex. It was an accident of the kind scientists and environmental activists had been warning about for years, particularly because of its effects: a monstrous emission of iodine-131 and caesium-137. Huge radioactive clouds drifted across half of Europe:

If Bezos took one leadership principle most to heart—which would also come to define the next half decade at Amazon—it was principal #8, “think big”: Thinking small is a self-fulfilling prophecy. Leaders create and communicate a bold direction that inspires results. They think differently and look around corners for ways to serve customers. In 2010, Amazon was a successful online retailer, a nascent cloud provider, and a pioneer in digital reading. But Bezos envisioned it as much more. His shareholder letter that year was a paean to the esoteric computer science disciplines of artificial intelligence and machine learning that Amazon was just beginning to explore. It opened by citing a list of impossibly obscure terms such as “naïve Bayesian estimators,” “gossip protocols,” and “data sharding.” Bezos wrote: “Invention is in our DNA and technology is the fundamental tool we wield to evolve and improve every aspect of the experience we provide our customers.

IN AN obscure journal, an article by Professor Tzvi Lamm of the Hebrew University charges that Israel has lost touch with reality.* Lamm’s view is that although the Zionist idea in its early stages seemed more dreamlike than practical, it was soberly realistic. Its leaders knew just how much power they had—or had not—and adhered closely to their goals. They were not hypnotized and paralyzed by their own slogans. Jewish leadership, and with it Israel as a whole, later became “autistic.” Autism is defined by Lamm as “the rejection of actual reality and its replacement by a reality which is a product of wish-fulfillment.” The victory of 1967 was the principal cause of this autism. Israelis began to speak of the West Bank of the Jordan as “liberated” territory. “The capture of lands aroused … a deep, sincere, emotional response to the territories … and to the historical events that took place in them: the graves of our patriarchs and matriarchs, paths along which the prophets once trod, hills for which the kings fought. But feelings cut off from present reality do not serve as a faithful guideline to a confused policy. This break with reality did not necessarily blind men to the fact that the territories were populated by Arabs, but it kept them from understanding that our settlement and taking possession of the territories would turn our existence as a state into a powerful pressure that would unite the Arab world and aggravate our insecure situation in a way previously unknown in our history.

The Sumerian pantheon was headed by an "Olympian Circle" of twelve, for each of these supreme gods had to have a celestial counterpart, one of the twelve members of the Solar System. Indeed, the names of the gods and their planets were one and the same (except when a variety of epithets were used to describe the planet or the god's attributes). Heading the pantheon was the ruler of Nibiru, ANU whose name was synonymous with "Heaven," for he resided on Nibiru. His spouse, also a member of the Twelve, was called ANTU. Included in this group were the two principal sons of ANU: E.A ("Whose House Is Water"), Anu's Firstborn but not by Antu; and EN.LIL ("Lord of the Command") who was the Heir Apparent because his mother was Antu, a half sister of Anu. Ea was also called in Sumerian texts EN.KI ("Lord Earth"), for he had led the first mission of the Anunnaki from Nibiru to Earth and established on Earth their first colonies in the E.DIN ("Home of the Righteous Ones")—the biblical Eden. His mission was to obtain gold, for which Earth was a unique source. Not for ornamentation or because of vanity, but as away to save the atmosphere of Nibiru by suspending gold dust in that planet's stratosphere. As recorded in the Sumerian texts (and related by us in The 12th Planet and subsequent books of The Earth Chronicles), Enlil was sent to Earth to take over the command when the initial extraction methods used by Enki proved unsatisfactory. This laid the groundwork for an ongoing feud between the two half brothers and their descendants, a feud that led to Wars of the Gods; it ended with a peace treaty worked out by their sister Ninti (thereafter renamed Ninharsag). The inhabited Earth was divided between the warring clans. The three sons of Enlil—Ninurta, Sin, Adad—together with Sin's twin children, Shamash (the Sun) and Ishtar (Venus), were given the lands of Shem and Japhet, the lands of the Semites and Indo-Europeans: Sin (the Moon) lowland Mesopotamia; Ninurta, ("Enlil's Warrior," Mars) the highlands of Elam and Assyria; Adad ("The Thunderer," Mercury) Asia Minor (the land of the Hittites) and Lebanon. Ishtar was granted dominion as the goddess of the Indus Valley civilization; Shamash was given command of the spaceport in the Sinai peninsula. This division, which did not go uncontested, gave Enki and his sons the lands of Ham—the brown/black people—of Africa: the civilization of the Nile Valley and the gold mines of southern and western Africa—a vital and cherished prize. A great scientist and metallurgist, Enki's Egyptian name was Ptah ("The Developer"; a title that translated into Hephaestus by the Greeks and Vulcan by the Romans). He shared the continent with his sons; among them was the firstborn MAR.DUK ("Son of the Bright Mound") whom the Egyptians called Ra, and NIN.GISH.ZI.DA ("Lord of the Tree of Life") whom the Egyptians called Thoth (Hermes to the Greeks)—a god of secret knowledge including astronomy, mathematics, and the building of pyramids. It was the knowledge imparted by this pantheon, the needs of the gods who had come to Earth, and the leadership of Thoth, that directed the African Olmecs and the bearded Near Easterners to the other side of the world. And having arrived in Mesoamerica on the Gulf coast—just as the Spaniards, aided by the same sea currents, did millennia later—they cut across the Mesoamerican isthmus at its narrowest neck and—just like the Spaniards due to the same geography—sailed down from the Pacific coast of Mesoamerica southward, to the lands of Central America and beyond. For that is where the gold was, in Spanish times and before.

The belief that order must be intentionally generated and imposed upon society by institutional authorities continues to prevail. This centrally-directed model is premised upon what F.A. Hayek called “the fatal conceit,” namely, the proposition “that man is able to shape the world according to his wishes,”3 or what David Ehrenfeld labeled “the arrogance of humanism.”4That such practices have usually failed to produce their anticipated results has generally led not to a questioning of the model itself, but to the conclusion that failed policies have suffered only from inadequate leadership, or a lack of sufficient information, or a failure to better articulate rules. Once such deficiencies have been remedied, it has been supposed, new programs can be implemented which, reflective of this mechanistic outlook, will permit government officials to “fine tune” or “jump start” the economy, or “grow” jobs, or produce a “quick fix” for the ailing government school system. Even as modern society manifests its collapse in the form of violent crime, economic dislocation, seemingly endless warfare, inter-group hostilities, the decay of cities, a growing disaffection with institutions, and a general sense that nothing “works right” anymore, faith in the traditional model continues to drive the pyramidal systems. Most people still cling to the belief that there is something that can be done by political institutions to change such conditions: a new piece of legislation can be enacted, a judicial ruling can be ordered, or a new agency regulation can be promulgated. When a government-run program ends in disaster, the mechanistic mantra is invariably invoked: “we will find out what went wrong and fix it so that this doesn’t happen again.” That the traditional model itself, which is grounded in the state’s power to control the lives and property of individuals to desired ends, may be the principal contributor to such social disorder goes largely unexplored.

It is, in short, the growing conviction that the Negroes cannot win—a conviction with much grounding in experience—which accounts for the new popularity of black power. So far as the ghetto Negro is concerned, this conviction expresses itself in hostility, first toward the people closest to him who have held out the most promise and failed to deliver (Martin Luther King, Roy Wilkins, etc.), then toward those who have proclaimed themselves his friends (the liberals and the labor movement), and finally toward the only oppressors he can see (the local storekeeper and the policeman on the corner). On the leadership level, the conviction that the Negroes cannot win takes other forms, principally the adoption of what I have called a "no-win" policy. Why bother with programs when their enactment results only in sham? Why concern ourselves with the image of the movement when nothing significant has been gained for all the sacrifices made by SNCC and CORE? Why compromise with reluctant white allies when nothing of consequence can be achieved anyway? Why indeed have anything to do with whites at all? On this last point, it is extremely important for white liberals to understand what, one gathers from their references to "racism in reverse," the President and the Vice-President of the United States do not: that there is all the difference in the world between saying, "If you don't want me, I don't want you" (which is what some proponents of black power have in effect been saying), and the statement, "Whatever you do, I don't want you" (which is what racism declares). It is, in other words, both absurd and immoral to equate the despairing response of the victim with the contemptuous assertion of the oppressor. It would, moreover, be tragic if white liberals allowed verbal hostility on the part of Negroes to drive them out of the movement or to curtail their support for civil rights. The issue was injustice before black power became popular, and the issue is still injustice.

Between the extreme limits of this series would find a place all the forms of prestige resulting from the different elements composing a civilisation -- sciences, arts, literature, &c. -- and it would be seen that prestige constitutes the fundamental element of persuasion. Consciously or not, the being, the idea, or the thing possessing prestige is immediately imitated in consequence of contagion, and forces an entire generation to adopt certain modes of feeling and of giving expression to its thought. This imitation, moreover, is, as a rule, unconscious, which accounts for the fact that it is perfect. The modern painters who copy the pale colouring and the stiff attitudes of some of the Primitives are scarcely alive to the source of their inspiration. They believe in their own sincerity, whereas, if an eminent master had not revived this form of art, people would have continued blind to all but its naïve and inferior sides. Those artists who, after the manner of another illustrious master, inundate their canvasses with violet shades do not see in nature more violet than was detected there fifty years ago; but they are influenced, "suggestioned," by the personal and special impressions of a painter who, in spite of this eccentricity, was successful in acquiring great prestige. Similar examples might be brought forward in connection with all the elements of civilisation. It is seen from what precedes that a number of factors may be concerned in the genesis of prestige; among them success was always one of the most important. Every successful man, every idea that forces itself into recognition, ceases, ipso facto, to be called in question. The proof that success is one of the principal stepping-stones to prestige is that the disappearance of the one is almost always followed by the disappearance of the other. The hero whom the crowd acclaimed yesterday is insulted to-day should he have been overtaken by failure. The re-action, indeed, will be the stronger in proportion as the prestige has been great. The crowd in this case considers the fallen hero as an equal, and takes its revenge for having bowed to a superiority whose existence it no longer admits.

On le voit, la question est systémique ; il faut une sorte boussole au leadership pour lui permettre d’assumer une fonction de prévention ; l’adage s’applique alors à la gestion des affaires de la cité : « Mieux vaut prévenir que guérir ». On le pressent aussi, la direction de la cité et le leadership ont besoin de la connaissance et de la sagesse, du savoir, mais d’un savoir qui est maturité. Le leadership et la gouvernance ont besoin d’une harmonie qui est un certain degré de consensus sur des valeurs et des principes essentiels, mais ceci suppose aussi un certain degré d’ordre, de sécurité et de discipline.

The difficulty was not that of following a moral principle at personal cost; the difficulty was that of knowing what to do when there is more than one principal, and when the principles clash.

Whatever it was, it caused me to be late getting the roll taken, and I had just turned to that task when the door opened and Molly Bendixon walked in abruptly. ‘Where’s your absence report?’ she demanded. ‘They’re waiting for it in the office. It’s holding everybody up. Haven’t you been told that you’re supposed to take the roll first thing and get it down there?’ Her tone was sarcastic and patronizing. ‘I’m just taking it now,’ I said. ‘I’ll have it down there right away.’ I was furious but determined not to show it in front of the students. Molly turned and marched out, and I followed her, closing the door behind us. I hadn’t had my morning coffee yet, and my anger was getting the upper hand. ‘Miss Bendixon,’ I said, ‘let me explain something.’ She sighed and turned, evidently expecting an excuse. ‘My classroom is off limits to you. You are never again to enter it unless I invite you. And if you ever humiliate me in front of my students again, I will knock you on your ass. You can tell that to the principal if you want to, and if you don’t believe me, try me.’ I went back to my classroom and slammed the door, hard. Several of the students had slipped up to the door and had been straining to hear what I was saying to Molly, but they scuttled back to their seats when I came in, and everybody was very quiet.

the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning

If 80 percent of children can become successful as a result of first, best instruction (Batsche et al., 2005), shouldn’t district leadership devote 80 percent of its efforts toward improving Tier 1 concentrated instruction, rather than focusing most of its time, energy, and resources on “plugging holes in the dike

It is not necessary for district leadership to make a choice between structural and cultural change; both are absolutely necessary. But in many districts, efforts to uniformly implement RTI place a greater emphasis on compliance with paperwork and protocols than on high levels of engagement and ownership among its teachers. RTI is as much a way of thinking as it is a way of doing; it is not a list of tasks to complete, but a dynamic value system of goals that must be embedded in all of the school’s ongoing procedures. This way of thinking places a higher priority on making a shared commitment to every student’s success than on merely implementing programs.

One should clearly know that " Every thought that one thinks and every action based on that thought, is taking us either closer to our principal purpose or away from it" Watch out then ....as thoughts become realities!

Chris Argyris, professor emeritus at Harvard Business School, wrote a lovely article in 1977,191 in which he looked at the performance of Harvard Business School graduates ten years after graduation. By and large, they got stuck in middle management, when they had all hoped to become CEOs and captains of industry. What happened? Argyris found that when they inevitably hit a roadblock, their ability to learn collapsed: What’s more, those members of the organization that many assume to be the best at learning are, in fact, not very good at it. I am talking about the well-educated, high-powered, high-commitment professionals who occupy key leadership positions in the modern corporation.… Put simply, because many professionals are almost always successful at what they do, they rarely experience failure. And because they have rarely failed, they have never learned how to learn from failure.… [T]hey become defensive, screen out criticism, and put the “blame” on anyone and everyone but themselves. In short, their ability to learn shuts down precisely at the moment they need it the most.192 [italics mine] A year or two after Wave, Jeff Huber was running our Ads engineering team. He had a policy that any notable bug or mistake would be discussed at his team meeting in a “What did we learn?” session. He wanted to make sure that bad news was shared as openly as good news, so that he and his leaders were never blind to what was really happening and to reinforce the importance of learning from mistakes. In one session, a mortified engineer confessed, “Jeff, I screwed up a line of code and it cost us a million dollars in revenue.” After leading the team through the postmortem and fixes, Jeff concluded, “Did we get more than a million dollars in learning out of this?” “Yes.” “Then get back to work.”193 And it works in other settings too. A Bay Area public school, the Bullis Charter School in Los Altos, takes this approach to middle school math. If a child misses a question on a math test, they can try the question again for half credit. As their principal, Wanny Hersey, told me, “These are smart kids, but in life they are going to hit walls once in a while. It’s vital they master geometry, algebra one, and algebra two, but it’s just as important that they respond to failure by trying again instead of giving up.” In the 2012–2013 academic year, Bullis was the third-highest-ranked middle school in California.194

Akbar's Rajput policy, however, did not result from any grand, premeditated strategy. Rather, it began as a response to the internal politics of one of the Rajput lineages, the Kachwaha clan, based in the state of Amber in northern Rajasthan. In 1534 the clan's head, Puran Man, died with no adult heir and was succeeded by his younger brother, Bharmal. Puran Mal, however, did have a son who by the early 1560s had come of age and challenged Bharmal's right to rule Amber. Feeling this pressure from within his own clan, Bharmal approached Akbar for material support, offering in exchange his daughter in marriage. The king agreed to the proposal. In 1562 the Kachwaha chieftain entered Mughal service, with Akbar assuring him of support in maintaining his position in the Kachwaha political order, while his family entered the royal household. Besides his daughter, Bharmal also sent his son Bhagwant Das and his grandson Man Singh (1550-1614) to the court in Agra. For several generations thereafter, the ruling clan continued to give its daughters to the Mughal court, thereby making the chiefs of these clans the uncles, cousins or even father-in-laws of Mughal emperors. The intimate connection between the two courts had far-reaching results. Not only did Kachwaha rulers quickly rise in rank and stature in the Mughal court, but their position within their own clan was greatly enhanced by Akbar's confirmation of their political leadership. Akbar's support also enhanced the position of the Kachwahas as a whole -- and hence Amber state -- in the hierarchy of Rajasthan's other Rajput lineages. Neighbouring clans soon realised the political wisdom of attaching themselves to the expanding Mughal state, a visibly rising star in North Indian politics. [...] Driving these arrangements, though, was not just the incentive of courtly patronage. The clans of Rajasthan well understood that refusal to engage with the Mughals would bring the stick of military confrontation. Alone among the Rajput clans, the Sisodiyas of Mewar in southern Rajasthan, north India's pre-eminent warrior lineages, obstinately refused to negotiate with the Mughals. In response, Akbar in 1568 led a four-month siege of the Sisodiyas' principal stronghold of Chittor, which ultimately fell to the Mughals, but only after a spectacular 'jauhar' in which the fort's defenders, foreseeing their doom, killed their women and gallantly sallied forth to meet their deaths. In all, some 30,000 defenders of the fort were killed, although its ruler, Rana Pratap, managed to escape. For decades, he and the Sisodiya house would continue to resist Mughal domination, whereas nearly every other Rajput lineage had acknowledged Mughal overlordship.

Traditionally, charisma was associated with religious and political leaders, not CEOs or school principals. This began to change in the mid-1980s. The tipping point was the appearance of two books in 1985: Warren Bennis and Bert Nanus’s Leaders: The Strategies for Taking Charge and Bernard Bass’s influential Transformational Leadership: Industrial, Military, and Educational Impact. These authors broke with tradition and argued that charismatic (now “transformational”) leadership can be learned and practiced in settings ranging from schools to corporations to art museums. The transformational leader, they argued, unlocks human energy by creating a vision of a different reality and connecting that vision to people’s values and needs. These works were followed by a raft of books and articles in a similar vein: The Leadership Challenge: How to Get Extraordinary Things Done in Organizations (1987), The Transformational Leader: The Key to Global Competitiveness

oan Hilliard could feel the smile on her face as she stepped from her car. Not the best wheels, but they were hers, a token of four years spent working in a brokerage firm. Joan had always wanted to be a teacher, but she had finished college at the wrong time. To her great disappointment, she couldn’t land a teaching position. She had still wanted her own classroom but decided that any job was better than nothing. The brokerage firm paid well, and she felt better for the experience. She had learned about herself, how to work with other adults, and what life at work was all about. Above all, she felt more confident. She had learned to cope in a demanding and stressful adult environment. That experience ought to help in a classroom of kids. She was delighted to get a teaching assignment at Pico School. It looked like a friendly place from the outside. The surrounding neighborhood was in decline, but Pico boasted green lawns, welltrimmed shrubbery, and large, lattice-paned windows. Built in the 1950s, it had the architectural charm that Joan remembered from the schools of her childhood. As she walked through the arched entryway, she noticed the vaguely familiar smells of new wax and summer mustiness. As she turned down the corridor leading to the principal’s office, she ran into a tall, broad-shouldered man with hands on hips, scrutinizing the newly polished sheen on the floor. This had to be the custodian, admiring his work before hundreds of students’feet turned it into a mosaic of scuff marks. As she moved closer, he looked up and smiled as if he had

The additional R is that of resistance. When you bring in changes there is opposition from those who do not want to have change. This is to be expected, and yet we continue to be surprised by this resistance when it occurs.

While those of us in schools may wish to blame others for imposing constraints, many of our constraints are self imposed. Are we able to escape from these and respond to what we believe is best for our students? One

The fraternity’s leadership did a membership review, interviewing every member and weeding out any brothers who were deemed unfit to be a part of the house. Evan and Reggie were picked as two bad apples and kicked out of the fraternity. Reggie’s expulsion came as no surprise to anyone who’d been paying attention. He was known principally for getting wasted, breaking things, and leaving a mess in the kitchen. His room, which reeked of weed and tobacco, was filled with cups and plates from the house’s kitchen that he hadn’t bothered to return. He never showed up for house meetings or lent a hand on house cleans or party setups. Although he was very book smart and super friendly to everyone, he was a downright nuisance to live with. Evan’s case was not so clear-cut—ask ten people why he got kicked out and you’ll get ten different answers. Some say he was a willing scapegoat, volunteering to be kicked out because he knew he wouldn’t have the house for his senior year anyway. Others say he was scapegoated because he had angered younger guys by pushing for parties while the house was on probation. Others say Evan deserved to be kicked out because he didn’t want to fight hard enough get the house back, and he had been taking too cavalier an attitude toward the trouble the fraternity faced. No matter the reason, Evan was out. Guys in the fraternity blamed him for their house being taken away. Friends who he thought would have his back didn’t. Bad news came in threes for Evan. He had already lost Future Freshman. He lost the fraternity. Then, his girlfriend Lily told him she’d had enough and dumped him after two-plus years of dating.

Does your school mission focus on learning? Is the word “learning” in your mission statement? If so, it makes it easier to focus on the instructional program and creating a positive school climate. Rigby’s Three Forms of Logic Behind Instructional Leadership Prevailing logic: The role of the principal is to be both

My thesis here is that the climate of contemporary America has become so chronically anxious that our society has gone into an emotional regression that is toxic to well-defined leadership. This regression, despite the plethora of self-help literature and the many well-intentioned human rights movements, is characterized principally by a devaluing and denigration of the well-differentiated self. It has lowered people’s pain thresholds, with the result that comfort is valued over the rewards of facing challenge, symptoms come in fads, and cures go in and out of style like clothing fashions. Perhaps most important, however, is this: in contrast to the Renaissance spirit of adventure that was excited by encounter with novelty, American civilization’s emotional regression has perverted the élan of risk-taking discovery and pioneering that originally led to the foundations of our nation. As a result, its fundamental character has instead been shaped into an illusive and often compulsive search for safety and certainty. This is occurring equally in parenting, medicine, and management. The anxiety is so deep within the emotional processes of our nation that it is almost as though a neurosis has become nationalized.

Brent Ward, previously Principal of Chickasaw City School System, has decades of leadership experience. Prior to becoming Principal, Brent Ward oversaw a student body of 1,100 while enhancing access to wireless technology on campus. Brent facilitated positive community interaction with the school via multiple media avenues.

the principal barriers to achieving greater application of learning and subsequent business results lie in the performance environment of the trainees, not in flaws (though there may be some) in the training programs and interventions themselves.

Edward IV’s policy of ‘Regional Governance’ (1461–71): During Edward IV’s first reign, Somerset politics was still influenced by the Stourton and Hungerford affinities which may have sought the patronage of Edward’s courtier, Humphrey Stafford. He was the only son of the Beaufort-Stourton client William Stafford by Katherine Chideock, and it was because of his Chideock inheritance (principally focussed in Somerset, Dorset, and Wiltshire) that he was destined to be a leading member of the Somerset gentry. In the later 1450s, Stafford may have been associated with the earl of Wiltshire whose first wife was his cousin (pp. 192–3). The Bonville-FitzWaryn alliance had dominated Devon politics throughout the 1440s and 1450s (see Chapter 5) but on Bonville’s death in 1461, his sole heir was his infant great-granddaughter, Cecily. Naturally, a child could not provide adequate leadership to the Bonville-FitzWaryn connection. Moreover, Bonville’s allies, Lord FitzWaryn and Sir Philip Courtenay, were also both entering their sixties (both were deceased before 1470), and similarly could not provide the dynamic direction that was required. Into this leadership void, stepped Lord Stafford (p. 207). …[Humphrey, Lord] Stafford [of Southwick] became a crucial national–regional power-broker–one of the pillars upon which rested the pediment of Yorkist government (p. 210). It seems clear that Lord Stafford’s land-holding, office-holding, and clientele suggest that he acted as a political core for the south-west region. Stafford’s inheritances already made him a significant figure in Somerset and Dorset but, favoured by Edward IV, he was granted extensive lands forfeited by Lancastrians throughout the south-west, such as the estates of the earldom of Devon. In addition to his own properties, Stafford was showered with many offices in Somerset and Dorset, as well as other positions of immense significance in the region–in particular, his endowment with the most important duchy of Cornwall offices ensured that he dominated Cornwall (p. 221). It seems quite understandable to find that, as a figure of local, regional, and national importance, Lord Stafford’s associations were regional in nature: he was connected to major figures from each county… (pp. 221–2).

The principal limitation of the conventional trustee role, as it is practiced today, is the common assumption by trustees that internal officers and staffs, left largely on their own and structured as they usually are, will see to it that the institution performs as it should, that is, close to what is reasonable and possible with its resources. The arguments against this assumption are presented in the last chapter in the section “Organization: Some Flaws in the Concept of the Single Chief,” a concept that seems likely to continue in force as long as trustees remain in their conventional nominal roles.

The problem goes further than Zuma. Ordinary citizens will have to get out of the slump of dependency that so many of us have fallen into. Trade unions will have to stomach the idea that things have to change, and that the unemployed are as important as the employed. Principals and teachers will have to accept that supervision of schools will be stepped up. Business will have to accept that, without ethical leadership and participation in South Africa as a corporate citizen, the profit motive alone is just not good enough. It is bitter medicine, but it is medicine that we have to take. Reading the NDP document, it is clear that we could become a prosperous country within a relatively short period of time. But we need resolve at leadership level, we need non-partisanship, and we need to understand that this is the crossroads.

As important as it is for all members of a leadership team to commit to being vulnerable, that is not going to happen if the leader of the team, whether that person is the CEO, department head, pastor, or school principal, does not go first. If the team leader is reluctant to acknowledge his or her mistakes or fails to admit to a weakness that is evident to everyone else, there is little hope that other members of the team are going to take that step themselves. In fact, it probably wouldn’t be advisable for them to do so because there is a good chance that their vulnerability would be neither encouraged nor rewarded.

First Rule of Profit Making: Know Your Business The time-honored truth "Knowledge is power" is especially pertinent to the owner-manager of a small business. To keep your company pointed toward profit you must keep yourself well informed about it. You must know how the company is doing before you can improve its operation. You must know its weak points before you can correct them. Some of the knowledge you need you pick up from day-to-day personal observation, but records should be your principal source of information about profits, costs, and sales.

Useful learning needs to begin where the student is at that time and then builds on what that person knows. The biggest challenge to an educator is what to forgo from the ‘old’ curriculum in favour of something more relevant. Then

To not risk is to not learn. Or to state this more positively; risk taking can make one open to learning and can ensure that this learning is retained.

This drama was based on the true story of Constance Jeanne Sammarco, who, in 2012, was a 62-year-old, senior Caucasian teacher who was employed at Fairmont Heights High School, a 99% African American public school. She was charged with teacher incompetence by her Principal, Nakia Nicholson, who was an African American, and took leadership of the school when she was 35- years- old. In 2014, the 99% African American School Board of Prince George’s County in Maryland, officially fired Constance Jeanne Sammarco, an advanced placement teacher, and declared her an incompetent teacher.

and then filling the Oval Office with laughter the next. It was the only way to get through the job—to intentionally inject some fun and joy into it. But in the White House that day, my friend Bob Trono found nothing joyful or humorous about his meeting with the president. “Who’re we waitin’ on?” Bush asked, after he entered the Roosevelt Room five minutes before the scheduled start time. Someone answered that Comey was downstairs in the Situation Room. “Jim can catch up when he gets here,” Bush said. “Let’s get going.” Bob could feel the perspiration trickle down his neck. The meeting marched through the departments, as various principals gave the president their

With this in mind, I’d started a leadership and mentoring program at the White House, inviting twenty sophomore and junior girls from high schools around Greater D.C. to join us for monthly get-togethers that included informal chats, field trips, and sessions on things like financial literacy and choosing a career. We kept the program largely behind closed doors, rather than thrusting these girls into the media fray. We paired each teen with a female mentor who would foster a personal relationship with her, sharing her resources and her life story. Valerie was a mentor. Cris Comerford, the White House’s first female executive chef, was a mentor. Jill Biden was, too, as were a number of senior women from both the East and the West Wing staffs. The students were nominated by their principals or guidance counselors and would stay with us until they graduated. We had girls from military families, girls from immigrant families, a teen mom, a girl who’d lived in a homeless shelter. They were smart, curious young women, all of them. No different from me. No different from my daughters. I watched over time as the girls formed friendships, finding a rapport with one another and with the adults around them. I spent hours talking with them in a big circle, munching popcorn and trading our thoughts about college applications, body image, and boys. No topic was off-limits. We ended up laughing a lot. More than anything, I hoped this was what they’d carry forward into the future—the ease, the sense of community, the encouragement to speak and be heard. My wish for them was the same one I had for Sasha and Malia—that in learning to feel comfortable at the White House, they’d go on to feel comfortable and confident in any room, sitting at any table, raising their voices inside any group.

Is RECON another acronym?” asked Mudflap. (RECON is not an acronym. It’s short for reconnaissance, because reconnaissance is a tough word to spell correctly.) “Um,” said Josh. “Yes. Yes, RECON is an acronym. Now—” “What does it stand for?” asked Splinters. Josh sighed. “Well . . . it . . . stands for . . .” Josh stared at the ceiling of his barracks. He felt instinctively that this was an important test of his leadership. Josh firmly believed that good leaders never admit when they don’t know something. And the fact was, Josh didn’t know what this acronym stood for. (Again, it wasn’t an acronym.) He began to blush a pale plum color. This was a tough spot. What could he do? “RECON stands for . . . Really . . .” He was off to a good start! “Enormous . . . Counterstrike . . .” O. O. O. “On . . .” Aha! Josh was almost there. He screwed up his eyes and willed all his blood to his brain. Josh’s face darkened and became the shade of a turnip. Just one letter left! His eyes lit up. The word came to him like a gift from his ancestors, inscribed in his mind with the ballpoint pen of principals past. “NIMBUSES!

SEPTEMBER 25 GROWTH OF PEOPLE = GROWTH OF COMPANY People are the principal asset of any company, whether it makes things to sell, sells things made by other people, or supplies intangible services. Nothing moves until your people can make it move. In actual studies of leadership in American business, the average executive spends three-fourths of his working time dealing with people. The largest single cost in most business is people. The largest, most valuable asset any company has is its people. All executive plans are carried out, or fail to be carried out, by people. According to William J. H. Boetcker, people divide themselves into four classes: 1. Those who always do less than they are told 2. Those who will do what they are told, but no more 3. Those who will do things without being told 4. Those who will inspire others to do things It’s up to you. As Ralph Waldo Emerson said, “Trust men and they will be true to you: treat them greatly and they will show themselves great.” —Developing the Leader Within You CULTIVATE AN ENVIRONMENT THAT INSPIRES YOUR PEOPLE TO DO GREAT THINGS.

means seeing how changes such as these fit into the big picture, too. Are all staff members and, indeed, students engaged in developing the vision and mission of the school? Do leaders constantly explain how specific changes or team tasks fit into this larger vision? Can teachers and students articulate that connection as well? When asked what kind of school they are involved with, will you get the same sort of answer from teachers, students, bus drivers, janitors, parents, and administrative assistants, as well as the principal?

The proper social role of the highly able Endogenous personality is not as leader. Indeed, the Endogenous personality should be excluded from leadership as he will tend to lack the desire to cooperate with or care for the feelings of others. His role should be as an intuitive/ inspired ‘adviser’ of rulers. Adviser-of-rulers is a term which should be taken to include various types of prophet, shaman, genius, wizard, hermit, and holy fool – the Socrates of the early Platonic dialogues is an historical example, as is Diogenes, the Cynic, of Sinope (c.412-323 BC), who lived in a barrel and is supposed to have snubbed Alexander the Great (without being punished), or even the Fool character in Shakespeare plays. These are extremes; but the description of Endogenous personality and of an ‘inner orientation’ also applies to most historical examples of creative genius. The Endogenous personality – therefore – does not (as most men) seek primarily for social, sexual or economic success; instead the Endogenous personality wants to live by his inner imperatives. The way it is supposed-to-work, the ‘deal’, the ‘social contract’; is that the Endogenous personality, by his non-social orientation, is working for the benefit of society as a whole; at the cost of his not competing in the usual status competitions within that society. His ‘reward’ is simply to be allowed, or – better – actively enabled, to have the minimal necessary sustenance, psychological support (principally being ‘left alone’ and not harassed or molested; but ideally sustained by his family, spouse, patron or the like) to be somehow providedwith the time and space and wherewithal to do his work and communicate the outcome. For the Endogenous personality, this is its own reward.