12/03/99

Why Be a School Administrator?

Q: You asked in one of your recent articles, "Why Teach?" and shared your views as well as those of readers. I taught for many years in special education before continuing my studies to become a school administrator. So I'd like to ask your opinion and offer my own in answer to the question, "Why become a school administrator?"

ANSWER (from Beth Bruno): I've worked as a school psychologist in several different communities, in three different states in the U.S., at pre-K, elementary and middle schools. No matter how good the teachers were in any of these schools, they needed supportive, positive, involved, dedicated, and creative leadership from the building principal to make the most of their talents and the talents of their students. The tone of a school is set from the top and everyone who comes into a school can sense that tone as soon as they walk into the building. The tone of a school evolves from how people treat each other. The schools that work best are those that function as a community, with everyone feeling welcome and important within that community. When I asked a longtime school administrator for some of the reasons why he became a school principal and later a district superintendent, these were his top five reasons:

1. Extension of my impact on student learning to a significantly larger number of students
2. Opportunity for interaction with and stimulation by more adults, such as other teachers, parents, administrators and community members
3. Taking on the challenge to hold entire departments and entire schools (when a superintendent) accountable for learning outcomes
4. To test of my ability to lead and to inspire the development of leadership in others
5. Higher earnings and excellent benefits

ANSWER: (from the person who posed this question):

I am now an Assistant Director of Special Education, after teaching special education in an inner city school and later serving as a Junior High Assistant Principal and a Middle School Principal. I still consider myself a teacher, but now I teach teachers so that children can benefit from their educational programs. I do administrative paperwork, such as the budget, so that there are materials, books, technology, teachers and teacher assistants for the students and teachers. I provide curricula that are mandated by the State so as to raise standards. I stay at meetings late into the night to defend teachers, programs and curricula to parents, the school committee and the public at large, fielding their questions about class size, teacher qualifications, extracurricular activities, etc.

I keep abreast of state and federal laws governing education to assure compliance with those laws, for special needs as well as regular education students. In turn, I teach teachers about the regulations they must abide by. I write grant proposals for monies to help our district identify young children at risk for learning problems, so we can help find ways to address those problems even before these children enter school. Fellow administrators and I discuss standardized testing results and try to figure out ways to raise results that are too low. Administrators do these important and necessary things to support our number one priority -- the teaching of children.

I entered this profession because I am a person who has had a disability all my life and struggled in school. I wanted to make a difference in how children are educated and to honor the teachers, guidance counselor, principal and rehabilitation counselor who never gave up on me and gave me a chance to succeed.

I get tired of the blame heaped on administrators for limiting educational progress by adopting new curricula, insisting on compliance with state regulations, failing to provide enough equipment and allowing class sizes to be too high. The list of complaints and accusations seems endless. Administrators deal with numerous special interest groups, each important to setting educational direction and making things happen. These groups include the parents, students, teachers and their unions, curriculum directors and building administrators, central office administration, a board of education and various special interest groups within the community. The leaders of these groups, working hard to make decisions and move educational programs forward, are, in my estimation, the unsung heroes in many districts. Unfortunately, fewer and fewer people are stepping forward to take on these jobs.

I applaud teachers for what they do; good administrators deserve applause, too.

A good administrator never gives up on the education of any child. I'm thrilled when a former student recognizes me in the grocery store and thanks me for helping him or her through school. I'm honored when a teacher tells me that I'm truly missed after I move on to another position. I'm breathless when a parent says that without my support his child would never have made it in school. I'm moved when a fellow administrator encourages me to "hang in there" because I'm making a difference and am respected for it. I'm gratified when the superintendent or a board member congratulates me for specific contributions I've made to the district. I'm a school administrator because I love children and want to help them learn to the best of their abilities.

Please send questions or comments to bbruno@snet.net.