183This book is about the principles, techniques, and strategies that create a
people-oriented leadership style. All the theories and studies are meaning-
less if educational leaders do not put people first. In this final chapter, we
will look at other ways that school leaders can put people first.
A retiring principal gave this advice to his successor: “Always remember
that family is more important than school. If any staff member has a fam-
ily issue, whether illness or marital issues or children/parent problems,
always make allowances for them regardless of your judgment of their
teaching ability.”
A principal comes to see the entire school as his extended family. Staff
members will seek his advice on a myriad of non-school-related issues.
This is part of a principal’s role as “head” of the school family. Whenever
a staff member has a serious issue, whether with illness or child care or an
aging parent, he should provide whatever help he can. This may be grant-
ing a flexible schedule, so she can arrive late or leave early, or reviewing
the procedures for leaves of absence.
There is more to being the “family” head than helping people indi-
vidually. As a family marks rites of passage (as birthdays, marriages,
etc.), so a school needs to do the same. As a family has its own rituals
and traditions, so a school needs to establish rituals and traditions.
Most school districts, particularly large urban districts, are impersonal
bureaucracies. They are machines in which people are cogs. Those
who do wrong are removed. Those who do well are ignored. There is
little or no recognition for the work of teachers. If the important work
Chapter Fourteen