same regulations as students participating on varsity teams. So, a student
who did not meet the requirements in any given marking period could be
suspended from the activity, just as an athlete could be suspended from a
particular game or from a team for a designated period of time.
Opposition came from an unexpected source: the guidance counselors.
They made the point that after-school activities were the main reason
some students came to school. Such activities permitted struggling stu-
dents to succeed in nonacademic areas, enhancing their self-esteem and
providing them with a way to shine. This was a good argument.
In the end, a compromise was reached. Models for the fashion show
would be held to the same participation policy as athletes for varsity
teams. At first this created problems for the fashion show directors, as
garments designed to fit one model had to be refitted on another after the
original model was asked to leave the modeling “team.” Over time, this
problem was reduced as the directors made sure the models understood
that continued participation would depend on their attendance, demeanor,
and success in the classroom. They also checked the dean’s record and
report cards of those applying to be models. Checking report cards every
marking period became a part of their routine.
Other after-school activities had no such strictures imposed. However,
the moderators of all such activities were asked to check student report
cards each marking period and advise students not doing well that the ac-
tivity was secondary to their success in their classes: It made no sense to
participate if he or she were not passing classes. Moderators were asked
to refer such students to the guidance counselors for special help.
In the future, Principal Thelen included a guidance counselor as a
sounding board.
Of course, a principal’s major sounding boards are his department chairs
or assistant principals. They implement policies, so they must be in agree-
ment whenever a new policy is promulgated. The principal’s door is al-
ways open to these coleaders of the school and the principal must always
pay careful attention to what they say.
Keep in mind that each chairperson wants everything she can get for
her department, so each has her own priorities, often at odds with other
cabinet members. For example, the chair of guidance is by definition an
advocate for children and the needs of the individual child. The head of
Lay the Groundwork 115