Catalysts for Social Change

Social change starts in our schools, which makes the roles of school leaders critical and complex. Here, Tom Persing ’69 and Rachel Holler ’06 —both College of Education graduates— discuss the changing dynamics and generational differences in educational leadership. Not only have they managed different leadership transitions, but their school systems pose unique and dissimilar challenges. With that in mind, we ask the two administrators the question, “What innovative approaches will you pursue to strengthen academic performance during a time of leadership transition?”

Dr. Rachel Holler ’06, Principal, Norristown Area High School (Pa.)

As we strive toward the next generation of school leadership at Norristown Area High School, it is incumbent on me to reinforce the idea that I am an instructional leader—not a manager, in a traditional sense My goal is to be a transformational leader who builds the leadership capacity of every member of the school community, a core belief based on the work of Linda Lambert. Many of our senior—and most accomplished—staff are worried about managerial tasks in the school, a concern that is certainly warranted. But I firmly believe that, in today’s educational environment, my foremost responsibility is to be in the classroom monitoring student learning and providing meaningful, reflective feedback to teachers to regularly improve what goes on in the classrooms.

Other operational issues should be tackled outside of the school day—first thing in the morning, later in the afternoon, or on the weekends. As I introduced myself to the high school community, I closely followed a comprehensive entry plan that included 20-minute meetings with as many faculty and staff as possible. I also familiarized myself with the many school improvement strategies and initiatives that have defined the high school’s momentum in the era of No Child Left Behind. These are essential as we strive to achieve Adequate Yearly Progress. The challenge continues to be finding the underlying commonalities in such guiding documents as the School Improvement Plan, the Title I Plan, and an Accreditation for Growth Plan — a difficult, but necessary, emphasis. Strategically merging these disparate plans into one succinct, focused plan will be accomplished using Doug Reeves’ Plan on a Page concept; this best practice is critical to our success and will guide our school improvement planning. 

Along those same lines, NAHS is set up into small learning communities that are highly collegial in nature, but lack the necessary level of collaboration needed in order to drive change Over the course of these first few months, we are beginning to institute professional learning communities (based on the work of DuFour & Eaker) in the existing structure to ensure that these meetings evolve into daily professional development opportunities and refection for all members of the school community. This ties in very nicely to the national Staff Development Council’s vision of, “Every educator engages in effective professional development every day so every student achieves ” 

Our high school community can also benefit from the strategic implementation of the National Association of Secondary School Principals’“Breaking Ranks” philosophy. Incorporating this model will allow us to transform our environment into an academically rigorous culture—one in which personalized learning and collaboration can excel 

Transitions are challenging for both the individual and the group Just as I have anxieties in my new role, so do the faculty and staff who are welcoming me as their new leader Over time, I hope to build the capacity of the faculty and staff so that transition and change become a part of the culture in the building.

Dr. Thom Persing ’69, Interim Supt., Bethlehem Area School District (Pa.)

Culled from nearly 40 years of experience, I can honestly say that one needs to approach each new leadership position with a core belief system untarnished by the test of time Truth,courage,respect,and a sense of humor will always persevere when facing the opportunity of rough decision making.

To put it simply, today’s school leaders must believe in the values of their organization, as well as in themselves. With credit to Covey, “Seek first to understand and then to be understood.” 

It may not be a simple proposition, but it has its rewards. And it’s why it’s imperative for district leaders to get to know the culture of their school district with dispatch during a transition. I enjoy walking among all colleagues with a marked degree of seriously wanting to know their views of their job and their district I learn from them and listen to them, strongly considering how, in their judgment, their district can be improved.

Regardless of a district's academic environment, however, it’s incumbent on school leaders to recognize that improving student performance becomes challenging in times of change. I strive to share what I view as the most important objectives, testing the waters often to see if I’m on the right track.

I also see no fault in humility. Being a strong leader involves learning what might be some of the best ways to communicate and collaborate, with one constant: Everyone has a right to know the leader’s decision-making process. It’s a critical part of school leadership. 

Ive helped to lead eight school districts in eastern Pennsylvania over the past 20 years, and one constant measure of success has been a highly involved and engaged group decision-making process that is consensus-driven and democratic.

Still, there are few additional underlying principles that I’m always aware of as I introduce myself to new districts 

• I explain that typically democratic and consensus decisions make up about 90 percent of all decisions that are made I’ll have to make executive decisions when necessary, but the success of the district is literally in the hands of its people Everyone has a vested interest 
• I also constantly let it be known that a good leader puts the organization first, and all members of the organization are valued—that everyone’s contribution is important.
• My word is my bond. Integrity is valued and prized. If I say I will do something, then I do it, or I’m willing to face the consequences.
• As a district leader, I fully appreciate that I must be a model of good behavior and must know the craft of teaching and learning. Our students are the main reason for the existence of our professions, and we must be their advocate.

I am a fervent believer that academic performance will increase if we, as leaders, continue to support in every possible way sound teaching and learning. The educational landscape may change and, with it, a new set of practices will emerge, but truth, integrity, and courage will always be the best character traits for leadership and for student learning to thrive.