Field Experience B: Principal Interview 1

Field Experience B: Principal Interview

Raymond Barton

Grand Canyon University: EAD 505-Educational Law

3/9/2020
Field Experience B: Principal Interview 2

Field Experience B: Principal Interview

For this week’s assignment, I interviewed three administrators, one was the high school

principal, the second was the elementary principal, and the third was the superintendent of

Bagdad schools. All three of the interviewees were given the same questions. Those questions

could be broke down it three categories the first being inspiration, steps taken, training, and

support. The second ongoing support, laws/policies, and ethics. The third legal dilemmas,

communication, reverse decision. What I found interesting was in some aspects the three views

were similar, and in other ways, they were completely different. No matter how they answered,

the interview was very in lighting and helpful for an inspiring educational leader.

Inspiration, Steps Taken, Training

The first set of questions revolved around what inspired them to become administrators,

what steps did they take to become administrators, and what training did they have. What I

found interesting was all three said that when they were teachers, they were encouraged by their

principals to become administrators themselves. While they were similar in that aspect, their

secondary reasons were much different. My high school principal also said, "to be honest, I also

started because of the money. The difference between a teacher and an administrator was pretty

significant, and with a new family, I could use the money." He did go on to say, "don't get into

this for the money.” The superintendent said, "I received my initial Arizona Teaching Certificate

in August of 1986. New teaching certificates issued after Aug. 1, 1986, would be required to

achieve a Master's Degree within seven years. With time running out, I began my Master's

Degree." The elementary principal said, "I was looking for a new challenge, and administration

is where I could help the most."

The steps they took to become principals were very similar. All three said their first role

in administration was as dean of the student in middle school in rural areas. Both the high school

and superintendent worked in public schools in Arizona while the elementary principal was at a

private Christian school in Iowa. The school principal, after being a dean of student and a vice-

principal for seven years in another district, came to Bagdad as an assistant principal and, after

three years, became the principal. Where the superintendent became principal where he was

vice-principal after four years, then he was principal for 12 years. While there, he got his

superintendent license received a job in a k-8 district where he was principal and superintendent

for four years, before coming to Bagdad. The elementary principal worked in Iowa and Florida

as a vice principal in private schools until he moved to Arizona, where he taught history for a

year in Bagdad before he became the elementary principal in our District.

The superintendent and elementary principal both had a lot of support when they became

principals. My superintendent said, "I was extremely fortunate to work with several

accomplished Principals and Superintendents that provided me with some of the best guidance.”

My high school principal had a different experience “I didn’t get much support. I was just

thrown into it." It wasn't until Brian (former superintendent), and Jeff (current superintendent)

came that I feel I got the support I needed.”

Ongoing Support, Laws/Policies, and Ethics

For ongoing support, all there answers were very similar. They all answered they get help

from other administrators they know. They keep in contact with old principals and

superintendent. “Connections through professional organizations are beneficial." Both principals

use the superintendent for support. They feel it is nice to have someone to ask about an issue

they have never dealt with before.

For policies and laws, the three again had similar answers. Of course, the principals said

they get a lot of their information from the superintendent. All three also said they get

information form professional organizations. The high school principal said, "I highly

recommend you join the association of secondary school principals. It has a lot of good stuff. It

does a nice job given an example of what schools should or should not do." All three said they

get most of their information from the Arizona School Boards Association (ASBA) “is the

foremost resource in AZ in regards to state and federal mandates or legislative changes that

affect District policies.” They also said the County School Superintendent provides a daily

update regarding political and policy changes. The superintendent also said for him the Arizona

School Administrators (ASA) and Arizona Rural Schools Association (ARSA) are equally

valuable.

I feel all three gave me sound advice when it came to ethics. All three said it is crucial to

lead by example and to be honest. What stuck with me the most is when the elementary principal

said, "it is critical to own up to mistakes and make every attempt to correct the situation even

when it may be embarrassing or bring negative light to us personally. The clear fact is that no

one can serve in these capacities without experiencing some error in judgment at one time or

another.” I see this as an excellent example of what it takes to be a leader.

Legal Dilemmas, Communication, Reverse Decision

All three administrators said the most common legal issue they deal with is the student

and employee Discipline. Assuring that students and employees are afforded the due process

when disciplinary matters are considered. I found the communication part a bit more interesting.

The high school principal said repentance is done through "email mostly, then calling parents

and also the district communication system. It doesn't matter the decision; this is what I use."
Field Experience B: Principal Interview 5

The elementary principal said, "If it is a teacher, then I will meet face to face if need be if it is a

parent, I start with a phone call then go to face to face meeting.” The superintendent said when it

comes to Business matters or protocol and procedures that are straight forward or have a minimal

change to the status quo are typically communicated through direct email or memos. Significant

changes or matters that dictate input from staff or groups will usually be conducted in a meeting

format. Unpopular decisions are typically addressed face to face. An unpopular decision will

typically require further explanation and clarification. I feel that this is a very important approach

to use as I become and administrator, especially when dealing with unpopular decisions.

The question regarding changing or reverse a decision you made due to unintended

outcomes or consequences was interesting. None of them could come up with a specific example

of reversing a decision. The high school principal said, "the only thing I could think of is I have

changed a student’s discipline punishment after new evidence has come to light.” The response I

got the most out of came from the superintendent the “decisions that get questioned the most are

the ones where there is no policy guiding this, just tradition. When traditions are changed, it

becomes a strategic move to minimize the impact while creating a vehicle to justify a change. As

an administrator I feel that when changing tradition it is important to be honest and forthright on

why you are changing tradition and the benefits from making the change. They all said that you

don’t ever want to have to change a decisions most decision can be substantiated when following

policy or law.

Reflection/Implications for Future Practice

As a future leader, I did find these interviews very helpful. It gave me a good

sense of what I need to do when I become an administrator. The other thing that stood out came

from something the superintendent said: "Every organization is going to experience individuals
Field Experience B: Principal Interview 6

that don't demonstrate the professional and ethical behavior that we expect, but the leadership

has a duty and responsibility to address these issues when made aware." I found this was

important because it falls perfectly in line with Professional Standard for Education (2011)

standard 2-f “Provide moral direction for the school and promote ethical and professional

behavior among faculty and staff.” As a leader I know I have to lead by example and it is my job

to make sure the staff is acting ethically. A second thing I learned from this assignment is that it

is essential to be transparent with decisions. It is crucial to be able to support the choices that you

make as a leader through laws and policies. When you do that, you create trust with all

stakeholders. Upholding PSEL standard 2B (2011) Act according to and promote the

professional norms of integrity, fairness, transparency, trust, collaboration, perseverance,

learning, and continuous improvement.

The last thing I will remember from my interviews that I will use when I become an

educational leader fits with PSEL standard 9J (2011) "Develop and manage productive

relationships with the central office and school board.” There are things I will come across as an

administrator that I will not be sure of how to handle. It is vital to have a good relationship with

the superintendent to get his advice. It is also essential to have the trust of the school board. Most

Governing Boards are not experts in school law or school finance and depend on the

administration to provide them with the best possible options to achieve the District goals.

Creating a situation in which the Board lacks trust creates a problematic working relationship

and puts the District's institutional integrity in jeopardy.

References

National Policy Board For Educational Administration (2011). Educational Leadership Program

Recognition Standards: Building Level.