Schumaker, David R. & Sommers, William A. (2001). Being a Successful Principal: Riding the Wave of Change Without Drowning

	Schumaker, David R. & Sommers, William A. (2001). Being a Successful Principal: Riding the Wave of Change Without Drowning. Thousand Oaks, CA: Corwin Press, Inc. 182 pp. $27.95     ISBN 0-8039-6769-1 Reviewed by Anthony H. Normore Florida International University September 28, 2003 In an era of ongoing reform, when school administrators' roles are being re-conceptualized, school leaders are in search of different ways to deal with the daily realities of their jobs. School leaders are required more than ever to demonstrate that “no child is left behind” in terms of learning outcomes. To ensure that the mandates and requirements of the NCLB Act are met, it is crucial that “no assistant principal nor principal is left behind”. The public is constantly raising the expectations it holds for school administrators. To do a good job for children, school administrators, like teachers, must take care of themselves personally and professionally. Nobody would argue that one of the most important tasks of any school administrator is to create the best educational environment for each child within the school. This can only be done if they are mentally and physically healthy and if they remain at the top of their profession. With greater expectations and limited resources, today’s school administrators will burn out quickly and soon become ineffective. With this in mind, Schumaker and Sommers have introduced a book to help aspiring and practicing school administrators to be prepared for and deal with tough demands, complex decisions, and the changing expectations in their roles as administrators. Being a Successful Principal: Riding the Wave of Change Without Drowning, provides insightful and meaningful information that can guide aspiring and practicing school administrators to becoming effective school leaders and reformers in order to make these schools true learning communities. Equally important, and based on actual experiences, the authors provide tips to school administrators in how to deal with the daily practices and realities for effectively leading and managing schools while at the same time “keeping their sanity in the face of overwhelming odds” (p.138).The book is written by two former public school principals who have a combined experience of 50 years as educators (teacher, assistant principal, principal, staff development officers, mentors, and consultants). Throughout the book, the discussion is focused on the reflections and experiences of both authors as former school administrators. It is not written in the typical academic style that requires the reader to plod through from page 1 to the end. Instead, it is considered a “readable journal that could be picked up, opened to any chapter, and read” and considered to be “the book we wished we could have had when we begun our careers as administrators” (p.ix). The authors use a collection of scenarios as well as professional and personal experiences to provide a bridge from learning the theory of school administration to practical problem solving strategies in which school leaders engage. It focuses not only on “what works” but also on “what doesn’t work”. While there are many books on theory and specific practice, few are written from the perspective of the day-to-day experience of being a school administrator by “someone who has been there”. As the authors of the book reiterate, the book “is a report of survival by natural selection” as “we evolved ideas from theory into practice” (p. ix). The format of the book is practitioner-friendly. It is clear and easy to follow and covers many aspects of school administrators in a shared-leadership school. Each chapter consists of a comprehensive overview of various concepts that are brilliantly interwoven into the fabric of the chapters’ essence through the use of real-life experiences. These experiences range from ways to handle an angry parent to dealing with the death of a student or a staff member while at the same time trying to keep a healthy and balanced life. Oftentimes the administrator’s job is one of isolation and loneliness among a crowd of adults and children. They must stay close to home during the school year so they rely on publications for much of their professional growth. There are ten chapters in this book. Each chapter introduces a particular concept, and then builds on the concept through the use of stories, reflections and considerations that school administrators can easily relate to in order to help alleviate the messy and chaotic moments that many of them experience alone. Chapter one discusses the foundational skill of effective leadership–communication. School administrators not only must convey messages in a trusting and truthful manner but also need to listen to what is going on in and around their school by asking questions, listening, taking notes, thinking, reflecting, carrying a journal and using it. Feedback is the key to making adjustments and improving conditions. Schumaker and Sommers introduce the concept of “feedback loops and spirals” by making a metaphorical reference to a story about “sailing into a fog” without a compass and how without clear goals and a vision this can lead to “dropouts, failures, frustration, burnout, that same old feeling… and once again, sail in a futile circle” (p.6). The authors offer suggestions on how to avoid the old cliché “if you always do what you did, you always get what you got” (p. 6). Suggestions are offered concerning effective communication with the central office and the community outside the school. These real life situations and experiences add credence to the suggestions and advice offered by the authors with the overall lesson being that school administrators cannot expect results “if they cannot communicate what they want and how they want it done and to do it in a way that encourages others to listen and act” (p.22). Chapter two presents a view of how important it becomes for school administrators to trust themselves and to trust others. Both of these concepts are absolutely necessary if administrators are going to be effective. The chapter begins with an irate teacher who stomps into the principal’s office, due to a rumor she had heard, accusing the principal of hiding new textbooks at district office because of not wanting to spend money on new books. While the rumor was not true, the use of trust is woven into the chapter to address how important it is that school administrators are careful about what they say and do. The “goodwill bank” concept is explored to demonstrate how faculty can make deposits and withdrawals based on what they have contributed to the learning experiences of the school community. The authors emphasize the necessity of treating adult professionals as adult professional by sharing experiences that were successful and unsuccessful for them as former school leaders. They provide real life examples such as faculty making ongoing requests to leave school early, to getting other faculty to cover classes so they can go to the dentist or pick their kids up from school. How the administrators deal with these scenarios is dealt with in a succinct manner that many other administrators can benefit from. The message of this chapter is to reiterate the importance of establishing trust, forming relationships and having fun together in the learning process-students, parents, neighborhood, business partnerships, media- without trust within the learning community widespread collegial relationships are not possible. It would seem that effective school administrators must “constantly work to keep the level of trust high and immediately intervene when he/she feels that there is a threat to the hard-won trusting relationships’ (p.39). Schumaker and Sommers offer several suggestions to aspiring and practicing school administrators as to how this can be done. Chapter three capitalizes on change and how change can be learned and liked. The authors explain how change is very difficult for most people. “It is especially difficult for people who think that everything is going well…many teachers, especially those who have been working at their jobs for a long time, do not see reason for change” (p. 41). By focusing on the necessity of reading in areas of expertise, Schumaker and Sommers provide numerous examples of how administrators can introduce and promote professional journal readings, reading roundtables, and philosophy clubs. On a broader scale the authors explain how school leaders can lead and promote professional development that include district-wide staff development, coaching, managing and sustaining change-all based on tried scenarios that they used themselves. Chapter four explores the concept of what it means to learn in places other than classrooms. Schumaker and Sommers state that “students learn constantly, and a good school uses all the resources on and off campus to provide a practical, real-life learning environment…whether it is a traveling school, a field trip, or a classified employee showing kids how to fix a leaky pipe or plant a tree, it is all learning” (p. 54). The authors relay experiences about unique programs within and without the district, the concept of schools within a school such as the All Nations program, the Mothers, Infants, and Child Education (MICE) program, the Mall of America program as well as Academies within schools. Additionally, this chapter examines and provides tips on how school administrators can deal with multiple intelligences (MI), how they can deal with the growing trend of home schooling, how they can introduce and monitor mini-courses involving community members as teachers, and how they can capitalize on career day and art in the community. Chapter five examines how administrators can ride the wave of change and survive. Schumaker and Sommers first introduce a real life scenario whereby the school administrator is faced with a budget issue. The business manager at the school district office calls to inform the administrator that the state budget office did not get the income expected and that a percentage from the school budget had to be slashed immediately and a budget plan returned to the business office within 48 hours. The crisis is typical in the public school system. The authors then explain the immediate steps taken by the principal (one of the authors) in this scenario to fulfill the wishes of the business manager’s office. As the authors state, “we survived another tsunami by being prepared to deal with sudden change” (p. 71).Throughout this chapter, emphasis is placed on the change process with references to why and what change is necessary, making transitions while honoring the feeling of loss, dealing with faculty who are trailblazers, pioneers, settlers, stay-ay-homes, and saboteurs, scarcity of resources and prioritizing. The authors use their experiences to emphasize points when dealing with the change process by identifying barriers, obstacles and supporting factors and how this process can be turned into a positive experience for all involved. Chapter six focuses on mediating conflict. Schumaker and Sommers begin this chapter with an emphasis on the importance of peer/cognitive coaching where administrators mediate the thinking of the person being coached. Frequently, teachers see themselves as alone and without support. Professionally, they remain in their classrooms. Rarely do they seek solutions for professional problems from their peers. This chapter explores how school administrators can prepare people for those times when they are confronted by problems and are away from instant assistance by encouraging time for planning, reflecting, trust, and working with parents. Chapter seven emphasizes the importance of school administrators standing their ground, even when the going gets tough. The authors draw upon their experiences in times when they had no choice but to “exert power from the office” (p. 108). School administrators are ultimately responsible for everything on campus and must understand that they cannot please everyone. However, they can make their feelings known “without breaking trust and still be able to maintain good relationships with those disappointed by the decision”(p. 108). Schumaker and Sommers address issues such as how and when to say no, reprimanding employees, dealing with difficult people, and managing group dynamics. Chapter eight discusses assessment of students, staff and schools. The authors offer deep insights and understanding into assessment practices by explaining past practices that have and have not worked for them as teachers and administrators. The objective of this chapter is to inform aspiring and practicing school administrators of the triangulation process of assessment. It means that a student, teacher, or school is assessed using multiple methods that include paper-and-pencil standardized and criterion-references tests, student exhibitions and performances, and portfolios. The use of standardized testing alone does not appear to be the magic bullet in assessment but factored in with other components it can lead to more effective and authentic assessment techniques. The authors explain how this has worked for them in their school administrator roles. Chapter nine explains the importance of finding and maintaining a balanced life as a school administrator. With the job demands and family responsibilities increasing, it becomes easy to see how an administrator can sometimes be cranky and short-tempered. The authors offer many tips to school administrators throughout this chapter. These tips can help administrators overcome the chaos in their professional and personal lives due to high demands placed on them when they feel that “their time is not their own and everyone wants a piece of them” (p. 138). They suggest and explain how these tips can be put into practice. These ideas include a one-hour sabbatical, journaling, reflective practice, developing a personal support system, clarifying personal and educational values and belief system, keeping personal identification where there is a difference between the school administrator and his/her position, daily roles, personal resources, and self-renewal processes. Finally, chapter ten provides a series of anecdotes and hints for what the authors call “The Principal’s Toolbox: Hints for survival in a cruel, cruel world” (p. 153). The chapter focuses on how school administrators have learned many lessons the hard way and how future and practicing administrators can rely on “odds and ends” to help smooth the way they work. Schumaker and Sommers begin the chapter with a real-life scenario about how a school administrator was dressed in a frog costume for Hallowe’en and had no change of clothes ready when an emergency meeting arose. The meeting involved a serious situation that involved a seventh grade girl, a police detective, a representative of the Child Protective Services and the school counselor. This administrator learned a lesson the hard way by having to sit in the office dressed in a frog outfit. He learned that always having a change of clothes nearby is important since there will be times when school administrators will need to look professional on school fun days. The chapter offers tips and suggestions for school administrators to keep in mind in times when they least expect to deal with numerous situations. They suggest how to deal with situations concerning substitute teachers, how to enhance supervision through the use of video cameras inside and outside school, the important use of discipline records, flag list for student infractions, day-timer, stand-up desk, stand-up meeting, emergency drills, and evaluating the school administration. They end with a story called “strange things that can happen” (p.164) and finally offer some parting words of wisdom. In reading the book it is imperative to bear in mind that school administration and educational leadership are expanding so rapidly that it becomes difficult to keep up. Being a Successful Principal: Riding the Wave of Change Without Drowning is very timely and well written for particular audiences. It is especially recommended by the author of the article for aspiring and practicing school administrators, school district personnel, and teachers and parents who identify with the stress and struggle of school leadership. It will help aspiring and practicing school administrators to think about ways of effectively leading schools in the 21st century. The book is a highly valuable, insightful and recommended volume, often presented with great rigor and thought. It will make school administrators think, laugh, and pick up ideas and hints that will help them be the best they can be, to think deeply and creatively about the world of school administration. It is also recommended for those people interested in leading from a constructivist philosophy who want to encourage a collaborative approach to school management that many believe creates an environment of trust and involvement benefiting each child’s learning. The book is equally recommended as a primary text or resource for educational administration and leadership programs at Colleges of Education and Universities. Schumaker and Sommersemphasize a comprehensive connection between sound school administrator practices and how leading schools effectively can create synchronistic thinking environments. Since much of what occurs in public schools is heavily dependent on contexts and particular settings, the opportunities and experiences offered by Schumaker and Sommers in this book may be unique to their school populations, community contexts, and socio economic demographics. One could argue what is considered effective leadership for one school leader’s set of circumstances may not be appropriate for another. Leadership styles differ among school leaders and oftentimes, a certain type of leadership and management style is required. The day-to-day management and leadership realities faced by school administrators (i.e. fiscal constraints, limited resources, technology expansion, flourishing and diverse student populations, increased accountability issues, instructional leadership opportunities, professional development cuts, downsizing personnel, class size issues, gang related issues, drug problems, etc..,) will vary, for example, from an inner city school context, a rural context, and a suburban wealthy school context. Issues are unique accordingly. Yet, the one commonality among all school administrators is they are in charge of leading schools to becoming the best they can be and to work effectively and successfully with those in their care. This book provides some unique tips, suggestions and innovative strategies that can help school administrators to do their jobs well. About the Reviewer Anthony H. Normore, Ph. D Department of Educational Leadership and Policy Studies College of Education Florida International University Miami, Florida, 33199 Tony Normore spent 20 years in K-12 public school education as a teacher, school administrator, and district program implementation specialist. He has presented at various local, state, provincial, national and international conferences in Canada and United States. He has also worked with teachers and school administrators in Europe and South Central Asia. He is currently writing in the areas of leadership development, leadership succession planning, organizational change, professional and organizational socialization, recruitment, selection and accountability of school administrators.