Angeles, had ten such chairpersons, most of whom were “subject area
supervisors.” That is, they headed academic departments, handling all
aspects of teacher supervision and administration for these departments.
They also taught one or two classes in the subject area. Non-subject-area
supervisors handled non-pedagogical aspects of the school such as school
organization, guidance, and security.
In any school, there are several constituencies that interact with school
administration, most notably the teachers’ union, the parents’ association,
and, on the high and middle school levels, the student government. Each
group is empowered to represent its constituency and each does so in a
united way. It is important that school administration—the principal and
her administrative/supervisory staff—empower themselves with such a
united front.
This is not easy. Sometimes chairpersons, by the very nature of their
duties, are in conflict with their peers. For example, the supervisor of
guidance and the supervisor of security will approach school ambience
from different points of view, sometimes in conflict, but both valid.
Chairpersons of subject area departments all need part of the limited pie
of monies for books, supplies, and equipment, never enough to meet all
the legitimate needs of each department.
It is up to the principal to bring all these middle managers together as
a team, to work to resolve any inherent conflicts, and to help all to see
that they must look beyond their own departments and responsibilities to
the needs of all the students and the entire school. It is up to the principal
to see that once decisions are made, everyone in this group, regardless of
personal opinion, publicly supports the decision as a united front. Will
this always happen? Of course not. But, if it doesn’t happen too often, the
credibility of the school administration will be severely impaired.
The bottom line for the school leader is to seek agreement, reduce
conflict, and maintain credibility through a united front with her middle
managers. This can be done formally and informally.
Let’s look at the formal first. Each month, Ms. Niles-Perry met with
her cabinet, which included all her school supervisors and other key per-
sonnel, such as the union representation, the coordinator of the student
organization, and the college advisor.
Early in Ms. Niles-Perry’s tenure as principal, some of these meetings
were rather heated. It was not unusual for two or more chairpersons to
Speak Little; Listen a Lot 33