involving such laws and regulations and provide trustworthy advice on
the other 1 percent.
An example concerns all the laws and regulations regarding students
with special needs (or students with disabilities or, to use the old ter-
minology, special education students). Ms. Niles-Perry’s supervisor of
special education knew the laws and regulations by heart and enforced
them within the school. She could answer the principal’s questions and
provide correct information to help her prepare for a meeting with a parent
or student or visitor. In a similar way, her supervisor of guidance services
was aware of all the applicable regulations and acted on Ms. Niles-Perry’s
behalf in all those meetings appropriate to her position.
Every supervisor should be an expert in his or her area so that the prin-
cipal does not have to be. The principal needs to be aware of what these
assistants do and how they do it so he can better determine how their work
fits into the mosaic of the school. But he will not know everything each of
them knows, nor does he want to.
Sometimes, a school leader is at loggerheads with the school’s union
representative. However, this union representative is another key person
and advisor in the school. By respecting his opinions and involving him
in appropriate matters, the principal can also bring him into the mosaic
of the school.
Ms. Valletta sometimes relied on the help of her union representative.
Three of the four representatives she worked with while principal were
professionals who wanted what was best for the school and its students, as
well as for the staff. There were certain issues they could deal with better
than she. Many were teacher-to-teacher disagreements.
What is an assistant principal or principal to do when one teacher com-
plains about another? Minor issues, such as “He leaves the classroom a
mess and doesn’t erase the board,” are easily handled through conversations
on common courtesy. Others, such as “Mr. Melon told his students that Ms.
Peach is a bad teacher,” are not so easy to handle informally. In cases as the
latter, Ms. Valletta would speak to the union representative. If administra-
tion were to officially get involved, a letter of reprimand for unprofessional
conduct might result and the cause would be one union member’s complaint
against another’s. However, if the union representative intervened and re-
solved the matter, then the specter of one teacher “ratting” on another would
be avoided. This was better for the school, the teachers, and the union.
128 Chapter 9