School Administrators don’t forget to address your own current events grief.

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As late as yesterday, I noticed that after five decades of professional educational work, there is a pattern for how I always choose to deal with grief. The work you put into the psychotherapeutic process helps you to discover and uncover all of the emotional patterns in your life. As a teacher, science center director, principal, and superintendent, when experiencing a family member or a close friendship death, my natural inclination was to seek a calm and salving head-place by burying myself in my work or engaging in the seemingly counterintuitive act of leaning heavily into the addressing of the despairing event, such as the 9-11 day tragedy where students, innocently unknowing, played with educational toys and puzzles in my office. At the same time, we were frantically searching for a relative since their parents were missing and not heard from.

Over the last few days, I have spoken to several school-based educational leaders and teachers who were dealing with understandably terrified children who are wondering if after January, either they, perhaps their parents, a family member, a friend, a neighbor, a fellow religious institution member would be rounded up and be removed from their lives forever. With so many streams of information sources today, there is just no way we can protectively keep this “Mass Deportation” (and now the slavery texting threat) story outside of their hearing. And those of us who, as principals, had to daily address (e.g., getting a student college money when their parents can’t fill out the FASFA form) the ‘everyday anxieties’ these students faced, but this time, principals will be facing a highly terrifying abnormal political, environmental impact on different cohorts of their students (e.g., LGBTQ, Muslim students etc.) not just undocumented students and family residents (see project 2025).

Child/Parent separation can be potentially devastating. We already know the tremendous amount of work that is needed to adequately support and serve students who are being raised by a non-parental (especially elderly grandparents) family member because, for a lot of different reasons (e.g., military service, incarceration, death, etc.), one or both parents were not present in their lives; we also know the extra attention that must be given to those students living in group homes or foster care.


Our nation, unfortunately, has selfishly and mean-spiritedly elected (literally) to potentially produce a large number of very psychologically harmed and hurting children, who will later be psychologically harmed and hurting adults, into our society if we separate these children from their parents and loved ones, and regardless of how you voted in the 2024 elections, we all will pay a heavy price for the pain and suffering we inflicted on these young people.

But as school administrators who do their best work in the worst of times, those educators who intervene and interrupt society’s most ugly plans for innocent children, my advice is that you don’t do what it took me a very long time to do, and that is realizing that you are also grieving the current events stories, not just for your students, but for your children at home, family members, neighbors, people you don’t even know, and most of all for what could happen to our nation and world.

You entered the profession primarily because you care about people and the future state of our nation, and you want to be a force for goodness in the world. Therefore, that Deweyan progressive education sensitivity instinct you feel means that your grief will be real and personal and not simply part of some lesson plan or school-wide healing initiative.

In my current conversations with school administrators, I first focused on what they need to do as school-building leaders to support their school family members (students, staff, parents). But then I switch the conversation: “Let’s talk about how you are feeling?” (“No, not how you are feeling about your kids, parents and staff, how are you feeling about you?”), right now, superintendents and peer colleague school administrators should be doing this for each other.


The principalship is a difficult, extremely challenging, and sometimes sadly siloed position (only one of you in the building) in education. Everyone in the school is looking at you to be that powerful lighthouse in a storm, but as we are advised on commercial airline flights, you must make sure that your emotional seatbelts are securely fastened first, or your ability to help others will be severely diminished.

Social media platforms are political shark tanks, and they’re not the place where educators who aspire to be or desire to remain school-building or district-level administrators would want to cut themselves.

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Professional educators should be careful about what they post on social media platforms. I speak specifically to those who presently serve or aspire to be an assistant principal, principal, deputy superintendent, superintendent, or district-level administrator. You could be dealing with folks in powerful positions who are guided by and operating in a mean, ugly and wanting to hurt you or your kids’ spirit. Stay calm and focused, lead with your mind and leave your hyper-emotions behind, and engage in affirming and gaining power for those disenfranchised and dismissed students of our nation who are under your care. Think of the immense impact you can have on these children if you can remain in or get into a school-based or district-level leadership position. Don’t let your adversaries know your thoughts; act audaciously and powerfully, and with student success supporting intentionality, but don’t talk about those actions publicly. Every highly valued and highly effectual school leader is a “rule maker-braker-bender.” You want to be able to say after you have acted boldly on behalf of your students (tongue firmly in cheek and a contrived look of sincere contrition), “Oh my goodness, I didn’t know I couldn’t do that, (and since it’s too late now), I am so sorry, and please accept my sincere apology!” (hopefully, my former superintendent won’t see this!:-) Remember, your positive and thoughtful actions can make a profound difference in the lives of your students.

School-based leaders must have a 2024 election emotional crisis response and a peaceful restoration calming plan.

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School Administrators can’t ignore any ‘outside-of-school’ caused emotional crisis that could inflict traumatizing pain and suffering on one, some, or all of their school building family members (SFMs), that is, students, staff and parents, and the plan must go beyond the baseline response of only asking folks “Are you ok?” Because we know that, particularly middle and high school students that they could very likely say “Yes” when the answer is really a serious “No,” especially male students. As much as we may correctly try as school-based leaders to shield our SFMs from the “horrible noise” occurring outside of the school building, the truth is that we can’t completely. This means, just like we must address any ‘disturbing stuff’ that students and staff members will bring to school, for example, parents facing a personal or family crisis at home will perhaps unknowingly and unintendedly send that traumatic story to the school, most likely via the child’s personal ‘emotional backpack.’

For Wednesday morning (and possibly for the days following), principals should have a “worst case scenario” student and staff counseling and consoling plan. As both a Title-1 principal and superintendent of a Title-1 school district, I had a high number of:

• Latino (all countries) students.

• Puerto Rican-American students.

• Haitian-American students.

• Any students, parents, or staff members who may feel traumatized (disenfranchised or marginalized) by the 2024 election results.

• Muslim-American (US-based and outside of the US) students.

• Caribbean and those students born in an African country.

• Students who themselves, their parents, other family members, or neighbors are undocumented immigrants.

If I were presently in either the principalship or the superintendency, I would (once I noticed the ‘tone’ of this election cycle) think long and deep about a practical ‘after election’ plan for initiating a checking-up on and checking-in with my most emotionally vulnerable SFMs. The most basic outline of a grief counseling and consoling plan’s first act would be to meet students as they enter the building on Wednesday morning, carefully noting their body language (e.g., their facial expressions) and verbal language (when they return your greeting). Follow this up by engaging in a ‘walking around’ leadership investigation of observing and inquiring how the staff members, from the cafeteria aides to the custodians, are doing—leave no staff member overlooked! If (not always true, unfortunately) you have a guidance counselor(s), and further, if you are fortunate to have a school psychologist like I had; then you should already as part of your school (the necessary emotional not just physical section) safety plan, have school-wide grief counseling plan, then be prepared to roll it out. And since as a principal (especially Title-1) on any day of the school year, you won’t have enough grief or otherwise counselors. You should have, (and if not do it now) a ‘special skills,’ ‘talents,’ and ‘abilities’ staff organization sheet. In this or a similar case the organization list would show those staff members who although they are not licensed guidance counselor, but in an acute emergency, they do have that special talent of being able to serve as unofficial advisors and counselors for students and their fellow staff colleagues. Have a quick Wednesday morning stand-up meeting with them letting them know they you may need to call on them to help the authorized guidance team to keep the school free of emotional pain and drama. I mention the word “drama” because as we know from our studies of adolescent developmental psychology, and from our own professional experience, that students who are afraid, hurting, or experiencing a great loss, will often respond to those feelings in the worse not-helping-them-to-heal incorrect behavioral ways, with either their student peers or staff-members.

Take special note of middle and high school students who could, upon hearing a staff person improperly say something ‘discomforting’ about the results of the election, could cause some students to act-out in a most unproductive way. Pedagogically, the school should use the election results as a clarifying, calming and educative opportunity to provide students a lesson in civility and civics.

Having Supervision, means that as a school leader your job, as I told principals as a superintendent, your unwritten but absolutely necessary job description is to have a Supervisionary understanding of what could happen, given the arrival of certain incendiary catalytic conditions. Any average leader can follow a script of response actions to a terrible incident, but having highly effectual Supervisionary skills means that you are able to get in front of, mitigate and/or eliminate any deleterious incident before it shows up!

Being Able to Pick the Perfect Good is a School Leadership Myth!

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Principalship school-building leadership words of wisdom that I found showed up every 74 years of my life.  You will find that during the course of your life, being able to select the ‘most good,’ best, and perfect option in any scenario is so rare and few in number that I can almost remember every one of those (single digit) incidents I encountered as a principal or superintendent. The vast, overwhelming majority of daily decision-making situations required me to select the best, not hurting kids, staff, or parents’ selection from a group of less-than-perfect options. And if you are fortunate in this life, you’ll be able to live through all of those imperfect decision-making moments and remain sane when, through some amazing, enlightening, spiritually gifted miracle, you come to humbly realize that you yourself were never and never will be that ‘perfect’ choice.

Let the phrase “DEI” die, for now…

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Let the phrase “DEI” die, for now…

“Every shut eye ain’t sleep”—My 1950’s Brooklyn Elders

Let the phrase “DEI” die, for now. But let the educational learning and school leadership work of expanding the opportunity for all students to emotionally and intellectually thrive in our schools continue, if necessary, in a creative, albeit clandestine way. In a long battle against a determined, immoral, and brutal foe, sometimes a strategic retreat (different from surrender) or using an affirmative working-round-avoidance plan can be a powerful approach. The best school-based expanding opportunity tactic will lose its impact power and can be countered once it is known by the opponents of good and effective schooling for all; those “Make America Frightened of Progress and Change Folks” can be very persuasive. We advocates for the highest-quality educational experiences for all young people must continue to create dynamic learning spaces that look like present-day (not 1619-1950) America and strengthen our nation’s future competitive capacity.

Principals, especially those who work in academically high-achieving Title-1 schools, already know (the only way those schools can be high achieving) well how to strategically, stealthily, and quietly break, modify, and wisely ignore deleterious regulations, unhelpful rules, ignorance-based societal noise and any school district’s systemic inadequate belief systems that might cower and compromise on the undergirding principles that frame the very mission of public education. These affirmative actions are to ensure that their disenfranchised students can break through and win against the forces of low expectations and the purposeful dismissal of their humanity, these brave, highly valued, efficacious school leaders know how to overturn and flip the script of the many deadly narratives that seek to condemn too many students in our country to a skills deficient and disempowering learning experience.

In our present toxic political climate, school administrators should not put a target on their own backs by making a big rhetorical show of the necessary student-life-saving and intellectual growing through progressive educational ideas that must be actualized; to borrow a phrase from a famous US corporation, don’t talk about it–– just do it!

If a school is effectively educating, especially in STEM-CTE education, a politically marginalized (Title-1) student population, then that school is in danger because it is dangerous to the spirit and understanding of the self-destructive nature of the societal status quo. Sadly, its fiercest opponents will very likely include external and internal school-system stakeholders and governance managers who share a racial identity with the students. But, most notably, by extension, those school-based administrators of those highly functioning Title-1 schools are also in grave constant danger; therefore, read and absorb carefully: “I am sending you out like sheep among wolves. Therefore be as shrewd as snakes and as innocent as doves.” ––Matthew 10:16; NIV.

We have enough history of education information to know that any restrictive, separate and unequal, exclusionary and segregated educational space, obviously harms the least, left-out, and the despised “others” of our society. But as enlightened pedagogical professionals, we also know that the alleged “separate but quality” learning environments, are intellectually weakened spaces, that also hurt the learning capacity of the entitled students who occupy them since their educational experience is degraded, incomplete, and a distortion of how the growing diversified world around us operates; as the collective competitive capabilities of our nation are diminished by a decision to effectively educate (extremely pronounced in STEM education) only a tiny, ever-shrinking, percentage of our national population.

School administrators (APs, school-based supervisors, and principals), a simple ethical action to take, do a situation-by-situation, side-step-by-step, brilliant workaround, revisioning, reframing and refashioning of the current outside-of-education and inside-of-education pedagogically uninformed political debates around Diversity, Equity (to which I would add Equal access to quality education), and the Inclusionary expansion of opportunity for all students, regardless of zip code or socioeconomic status. For us, these sacred student-saving and educationally enriching operational values represent the essential moral rules, foundations, and infrastructure of a courageous leadership practice authentically acting in the Pre-K-12 schooling world; and, at the same time, we are benefiting a larger nation and world outside of our schools, that is desperately waiting and in need of the presently unwanted and untaped creativity, inventiveness, intelligences, and the great innate gifts and talents of all our nation’s children.

For our college and university professional colleagues, it’s essential to think bravely and act creatively in neutralizing the nation’s loudest, noxious voices of educational opportunity nullification. A significant part of my essential undergraduate and graduate learning experience, which ultimately led to me being a better informed and better performing professional educator and later an effective school administrator (and ultimately a better human being), was my mind-stimulating and rich resourceful encounters with humans who did not share my biographical profile. These encounters taught me that despite our differences in religious traditions, socio-economic status, racial identity, or cultural experiences, we all share many everyday human experiences. We are a struggling to survive and thrive human family, united in our mutually-dependent fertile diversity, and this realization has enriched my professional and personal life.

Therefore, we know that Diversity, Equity, and the Equality of Inclusionary access, like in the Pre-K-12 world, is a valid and necessary humanizing, empathizing, and socializing learning objective, or what type of callous and indifferent personalities, and false intellects are we preparing students to carry into an ever-shrinking and extremely-diversity skills dependent nation and world after graduating from our institutions?

Several elected officials have made the obnoxious and bigoted claim that the vice president of the United States, Kamala Harris, was a “DEI hire” despite her impressive list of career accomplishments, in other words, with the help of the intellectually lazy news media, and university officials cowered by malicious congressional hearings, they have taken control of the DEI concept and turned it into a phrase that could be an acceptable stand in for the derogatory word they would prefer to use —“N#%*er!”

In the Pre-K-12 public school world, we are correctly defined as civil servants dedicated to serving the future possibilities of our students, the nation, world, and our species. But this education of citizens project Pre-K-16 is also, ultimately, a civilizing and civility-building ethical and moral mission on the part of those who do the professional educating; we are, after all, resolutely seeking to open wide the doors of knowledge and learning for all the young people of our society; since, in a very practical sense, we don’t want to exclude anyone seeking knowledge, because we really don’t know what great inventors, innovators, creators, and making-our-world-better contributors will walk through our open doors.

School Employee Disciplinary Procedures and Outcomes are Complex. And so, Just a Brief Note For Aspiring School-Based Leaders.

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School Employee Disciplinary Procedures and Outcomes are Complex. And so, Just a Brief Note For Aspiring School-Based Leaders.

“Maryland teacher under investigation, ‘reassigned’ out of classroom after video shows students unbraiding hair, painting his nails in class…”

There’s a lot to unpack here…

This blog post is dedicated to those educators aspiring to become school-building leaders (APs or principals). My goal is to shed some light on a highly complex topic of utmost importance in any school-based supervisory experience. I’ll also discuss some preventative pre-crises actions that those desiring to be school-based administrators should consider. A brief, outsider “first glance” look can be very deceiving regarding public school employees’ disciplinary procedures and final determination outcomes. I aim to walk you through this complex (although very common) public education phenomenon, highlighting several vital points that must be considered:

First, any public (civil service) school employee who is being either investigated (reassigned while receiving full pay, including all scheduled step increases) or disciplined has a First Amendment right to speak publicly, reach out to print or electronic news media sources, wage a campaign on social media platforms, and do radio/TV. interviews, contact elected officials (note exception: the district’s school board members should not get involved during the course of the investigation), speak at public meetings, etc. about the case “as they perceive it” (except for naming the possible students involved), they can also rant endlessly about the “wrongness,” “silliness,” incompetence, racism, bigotry, revengefulness, and any other so-called alleged bad acts against them by the school administrators or the school district involved.

However, the school administrators and district officials involved, based on perhaps local, state, or federal laws and local labor contractual agreements, don’t enjoy that same First Amendment right to tell their side of the story or to present some elements of the case that the employee has failed to reveal, or that the employee in question may not even know that these unmentioned pieces of critical evidence are in the district’s possession. All this is to say, be careful when we read and arrive at a “slam-dunk” right or wrong education news story because all of the facts of the case may not be present in the employee’s presentation of the situation, or the district’s “forced” silence on the matter.

It is also not uncommon for an employee (still speaking publicly) to claim that their class lesson evaluations are “excellent” or that they are popular with students and parents. But this is the proverbial apples-to-oranges comparison; instructional competence and student and parental “likability factor” (or the opposite) should not interfere with the school administrator’s or district’s ethical, professional, thorough, fair, and objective investigation of the incident(s).

There is a reason that school and district administrators must complete a mandatory course in “Education Law,” And that is because this “Education Law” (even though it contains elements of) is, in many significant ways, different from “regular law.” For example, as a high school principal, every year, my dean and I had a non-monetary fun wager about the earliest date when some ninth grader (and often also their parent) would make an uninformed claim that a student’s locker was part of their personal and private (requiring a search warrant) space––not it’s not! Or the student has a First Amendment right to “speak whatever is on their mind” in the middle of a teacher’s lesson––no, they don’t!

In the case of employee investigations, you will often observe a school district being inclined to act in a way that non-educators might interpret as being “extreme” or “doing-too-much” and that’s because school districts (like local Child Protective Agencies) must, if they err, “err on the side of caution” when it comes to the physical and emotional safety of children. Again, some non-educators might see the employee being temporarily removed or reassigned pending an investigation as the district has arrived at a “guilty verdict,” but this is inaccurate. Further, this incomplete and incorrect perception of “employee guilt” before the investigation is completed is often created by the employees themselves, who are busy “talking up” their side of the story to everybody (sometimes cynically trying to drum up student or parental support) who will listen, while the district, not just for legal and employee contractual reasons, but also to protect students, parents, mandated reporters, any witnesses, and the integrity of the investigation is prohibited from publicly providing any information about the case; even after a final determination has been arrived at.

After the investigation has been completed, the findings and facts of the case should still not be discussed publicly, and even the school board should go into a closed to the public “executive session,” which is the proper place to hear and review a personnel matter.

I would advise all educators to avoid posting pictures of students on social media platforms and especially avoid positing on non-district or the employees personal or commercial school media platforms (and, of course, with parental written permission, a small number of specific music performances, plays, team sporting events, etc. are okay). So many things can go wrong, especially in this age of AI, where pictures can be reassigned improperly, corrupted, and sent dangerously viral so easily.

A verbal “parent permission slip” is not worth the empty air it dissipates into once it has been given. There have been situations when an unfortunate incident occurred, and a parent, under the advice of their (now lawsuit-delivering) lawyer, suddenly lost their recollection of telling an educator that they had given permission over the phone for their child to go on a trip or do X with the educator.

Even when an educator receives a signed and dated legitimate written parent permission slip, it’s crucial to adhere to the specified activities strictly. In the case of students either grooming each other or the teacher, which would need to be stated explicitly in the social media posting parent permission form, not just a general: “I’m posting your child on my social media page, is that ok?” (ok for the child to do what?) And, of course, any permission form going out to parents should be reviewed by a school administrator, who would surely (my goodness, I hope!) cancel any “grooming” activity outside of a formal Career Technical Education (CTE) cosmetology program which would have those parent permission granting conversations and documents signed before the start of classes.

Many professional educators are unclear about the “legal protection power” of a signed parent permission form. Parents can’t sign away their right to sue, especially when a staff member is negligent, uses poor judgment, goes “off-curriculum,” introduces “controversial” books (not to be confused with the political banning of authorized books), films, pictures, or other materials not authorized by the SED, local district or school, commits a crime, goes outside of their official job description duties (being groomed by students could fall under that category), and perhaps ignorantly or deceptively omits some of the planned activities from the parent (granting) permission form.

Finally, one, two, three, or more parents being “Okay” with a particular activity does not allow them to speak for all of the parents in the class, team, or club, even if it is a class of 30 students and 29 parents say “go for it” that one dissenting parent’s concerns must be seriously considered and properly address without stigmatizing that parent or their child, which is why a school administrator should always be involved.

Keep students out of your personal business; I get it; adolescents will, in a nice inquisitive way, want to know more about you, but you should deflect and move on, perhaps with a joke, because they are most likely not being mean-spirited, just sweetly nosey, for example: Student: “Mr. Johnson, are you married?” Me: “Never mind about me; you just make sure that when you get older and marry someone, they are on the honor roll and not someone on the dishonor roll, so let’s get to work, or someone may not want to marry you!” They will laugh and maybe try once or twice more, and then it will end because, unlike many adults, children will pick up the context clues that you won’t let them into your personal business space.

Finally, there is what I believe is a false modern pedagogical view (held by some educators and parents) that students want you to be their “friends” when, in actuality, the way nature has planned it and what they expect and what makes them feel safe is that you educator (or parent) be the adult-in-the-room (and in their lives), set boundaries, establish standards of behavior, be a model of their evolving adulthood. Young people, even if they act in contradiction to this idea, want to see and respect you as an elder of the species who will provide them with your accumulated wisdom, which means that both you, the professional educator, and the student’s parents need to find friends your own age!

These are zero-tolerance issues: Don’t allow students to make any inappropriate (sexual harassment) comments about your anatomy, even in the form of a joke––immediately refer them to a school administrator (that was my policy as a principal).

Keep students away (and don’t encourage them) from inappropriately touching your body or clothing; intentions are not important here, as so much can go wrong once this line is crossed. Certain body areas, like hair and hands, can carry some intimacy aspects to them. Students may not be aware of these possibly dangerous zones; that’s where your professionalism and adult sensibilities should kick in.

An excellent guiding behavior and comments question to ask yourself: “Would you say X or do Y if a school administrator or the superintendent was in the classroom if a colleague’s spouse or that student’s parent was in the room?” Besides, when it comes to students “grooming you,” you are working (and should be teaching, by the way) and, therefore, should have the money to go to an outside-of-school commercial grooming facility (nail or hair salon, barbershop, etc.) to have those personal matters tended to.

Further, check first with your school administrator if you are unsure if an activity is prohibited or carries great possibilities of something going terribly wrong; trust me, unless your school administrators have a professional career death wish, they won’t steer you wrong. Besides, there are so many ways to inspire and connect with students and gain their emotional trust without them touching your body. Now, some of my former students might remark: “But you hugged us in the mornings every day at the front door or at graduations,” that would be true, but I was always careful to give my female students “church hugs” in other words the same “sideways” hug, I gave to the elder mothers of my church.

Get a well-informed and experienced mentor(s)! If you are a teacher, an aspiring, newly appointed, or a veteran AP or principal, get a trusted group of peer and “above-your-grade” highly competent and keeping-things-confidential mentors to help you navigate the uncodified job descriptions and rules of any professional education (especially school leadership) job. A great deal of having a successful educational career is knowing what you don’t know but need to know. However, a very dangerous place to be is not knowing what you need to know, not having someone to tell you what you don’t know, or ignoring when someone does tell you those unwritten but rigorously enforced workplace rules.

Finally, there is a reason that the novel Lord of the Flies, a classic literary work that explores the dynamics of a group of boys stranded on an uninhabited island, has lasted so many years on the MS/HS favored reading list. Despite their outward bravado and bold verbosity, adolescents actually don’t want (and are unsettlingly frightened) to manage their school or a classroom. Our young people are anthropologically and biologically (albeit perhaps unconsciously) inclined to want and seek guidance from grownups on how to safely and effectively transition (survive and fit) into the adult versions of our species.

The vast majority of students come to school daily to learn, including students who, unfortunately, attend chronically underperforming schools. This means our first professional prime directive is to teach them intellectual, emotional, moral, and the open and “hidden” social survival techniques, along with those critically important hard and “soft” professional skills.

Even if they seem to express the opposite, students want a school environment where the adults are in managerial and instructional charge. Many students who may live in neighborhoods where they could be subjected to random acts of violence desperately want those precious hours they spend in a school to be a time period that will allow them to exist in a secure, well-organized, predictable, and standards of expectations and clarity of rules, adult-led school building.

Don’t get confused when you get push-back on this issue (they’ll thank you later, or maybe they won’t), for the “push-back” against adult authority is the student’s way of testing the adults (“are you serious when you say that you care about us?”) in the building to determine if the school staff really care enough about them to do the hard work of consistently establishing the perimeters of acceptable language and behaviors. In other words, “Can I get what I need from this school, which at this point I may not even know clearly all that I need, to move me toward a winning future adult life?”

Based on the cognitive development theories of Jean Piaget, we should not (it’s pedagogically wrong and professionally unethical) ask students to make life-defining decisions that their current developmental psychological stage has not prepared them to make (e.g., allowing Black and Latino male students to purposely underperform academically). This counseling and guidance work must be especially well thought out in middle schools because those students are in that very complex and challenging to navigate psychological stage where they are (and it can be day to day) struggling as children while facing their rapidly emerging adult feelings; it’s the complicated place of still being something, and yet, also being driven to be something else; these students need a clear and thoughtful service of values clarification instruction in those middle school grades.

Teaching students the boundaries of acceptable language and behaviors prepares them to successfully negotiate the unforgiving and painfully punishing post-public school world. We, the adult educators, should provide students with the inspiration and power to execute safe, sound, and self-empowering choices within the context of adult, well-informed, and experientially driven decisions, what we call in the profession: “guidance” so when they leave us and walk into their full adulthood, they can function in their own and in society’s best interest.

Michael A. Johnson is a native New Yorker and a proud product of the NYC Public School System. This is also the city where he spent the majority of his professional life serving as a public-school teacher, high school principal, and school district superintendent, and as an adjunct professor of science education in the School of Education at St. John’s University. He led the design, development, and building of two science, technology, engineering, and mathematics-career technical education (STEM-CTE) high schools: Science Skills Center High School, NYC and Phelps Architecture, Construction, and Engineering High School, Washington DC.

Books by Michael A. Johnson:
(2018) REPORT TO THE PRINCIPAL’S OFFICE: Tools for Building Successful High School Administrative Leadership.

(2021) REPORT FROM THE PRINCIPAL’S OFFICE: A 200-Day Inspirational and Aspirational School Leadership Journal.

Wow! Shonelle Hall and Shamaine A. Francis….

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Wow! Shonelle Hall and Shamaine A. Francis, you’ll went seriously archival on this one! It just goes to show that the level of expectations and efficacious expertise you bring to the classroom is the level of academic achievement you will receive from that class! But you folks are still wrong for sending me pictures of when I had a full head of hair! LOL!
#getthemSTEMreadyearly
#nofearofSTEM

If you want to start as a public school-based administrator (SBA), then get the process started right! Part 2: The state/local SBA job requirements, the official administrative SBA job posting, and the applying process is the process, so meet and follow them faithfully.

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If you want to start as a public school-based administrator (SBA), then get the process started right! Part 2: The state/local SBA job requirements, the official administrative SBA job posting, and the applying process is the process, so meet and follow them faithfully.

(Excerpts from an upcoming book for educators aspiring to be or attain the next level of their school-based leadership careers.)

“…Seeing a discombobulated, disorganized, inattentive to details like spelling/grammatical errors on a CV or other personal, personnel office documents, a grossly unserious or clearly unstudied SBA applicant could cause the superintendent’s interviewing team to ask: “Well if they cannot organize and optimize their own personal and professional job search life, what does that say about their capabilities with taking on the awesome task of organizing and optimizing the people skills and talents of an entire school building family? But, not being fully certified and licensed is an automatic disqualifier. There is a long, unfortunate list of aspiring to the next leadership level SBAs who, in one way or another, were unprepared to “legally” step up and step in when a school-based leadership position suddenly and unexpectedly (and they do!) opened up. It’s crucial to be proactive in your preparation practices, taking serious responsibility for your future career advancement readiness….”

Once you have decided to become a school-based administrator, get School Supervision and Administration (SS&A) credentialed, become state (And if appropriate, locally) certified and licensed by a “recognized and respected” university’s school of education graduate SS&A graduate school program as soon as possible. The university SS&A graduate program should have some face-to-face residency requirements and a field experience component. People in SBA appointment decision-making positions may not want (for lawsuit reasons) to say this, but I will. Superintendents and their district-level screening teams can be suspicious of any SS&A graduate school degree-granting program that does not allow professional and experienced educational faculty to, for a considerable amount of time, at least “lay intense eyes on” the SS&A graduate student—my goodness, children’s emotional and academic well-being is at stake; and so who is being certified by these “emailing-it-in” graduate programs to serve as a school administrator?

You should only be able to partially email-it-in and study online to earn a full SS&A degree. There is a need to fully engage in person with a professor and other SS&A students. Understandably, the distance-learning approach might be the only realistic option for many (especially rural) educators who do not have easy access to an established private or public university SS&A graduate school program near them. Nevertheless, if you can, seek out a “physical residency” in-contact class (not completely virtual) SS&A graduate degree-granting program, even if it is structured for you to attend classes during the summer and concentrated “school-break” sessions. Dialogical interactions with a professor and fellow SS&A students are integral to the learning about school leadership process. I also can endorse taking the “local lane,” meaning taking the class load or credits per year you can manage with your present professional, personal, and family responsibilities; just be consistent with whatever full- or part-time schedule you choose.

Furthermore, whatever SS&A study path you choose, study with intense sincerity; this is not simply a SBA job search “check-off” box issue, but instead, it is an opportunity for you to invest time in serious leadership thinking, the learning of the many theoretical formations of the best school leadership practices, for there is much to be learned about the valuable craft of school operational and managerial techniques that can be taken from these SS&S courses. Some of the SS&A knowledge and information you acquire (e.g., the history of education, curriculum theory, etc.) may even seem to not be helpful or “relevant” to your imaginations of what school leadership work consists of, that is, until you are an appointed SBA, and then, the true applicable power, the “putting together” of all of your SS&A studies will make perfect sense.

In addition, the idea that all graduate SS&A programs are equal is untrue. For example, attending an SS&A graduate program rich with faculty members who themselves are former licensed, certified, and practiced SBAs means they have both school-based practical PreK-12 experiential and theoretical knowledge to share and (for SBA job searching benefits) even better if they served as a district-level officer (e.g., director of operations, content area specialist, etc., or in the superintendency).

This practical knowledge and expertise they bring to the school leadership learning space are crucial because it takes an accomplished and qualified SBA to explain what the SS&A student will encounter with those many critical “hidden” and unwritten but absolutely required on-the-job description-expectations tasks I cover extensively in my two previous books: Report To The Principal’s Office: Tools for Building Successful High School Administrative Leadership (https://majmuse.net/report-to-the-principlas-office-tools-for-building-successful-administrative-leadership/ ). And, Report From The Principal’s Office: A 200-Day Inspirational and Aspirational School Leadership Journal (https://majmuse.net/report-from-the-principals-office-a-200-day-inspirational-and-aspirational-school-leadership-journal/).
Moreover, later in this book, I discuss how these not-so-soft school leadership skills and knowledge can significantly impact the SBA job search and selection process.

I admittedly have a personal bias here, and here it is, gained from interviewing a lot of AP and principal candidates, that for SBA job searching purposes, I believe those SS&A university programs that have a significant number of faculty members who have served in the job capacity of having been a classroom teacher, school-based administrator, district-level director, deputy or superintendent, will more easily be able to engage in real school world “what to do when or if…” practicum teaching and learning sessions. Further, faculty instructors who have served at the district level could be very familiar and helpful in sharing those “not-widely-known” aspects of the school system’s career ladder ascending and school leadership job promotion challenges. Additional job searching/acquiring benefits exist to having experienced school-based or district-level experienced administrators as your SS&A faculty instructors.

I talk later in the book about how the SBA job-seeking process is like an iceberg because so much of the “unofficial” (not to be confused with the unprincipled, political, or illegal) elements are known only to those who are informed by those who know the complete “inside” story. Then, there is the “helpful contacts factor,” which is always a factor in any employment sector situation and central to every aspect of the school leadership job-acquiring process. As a former superintendent serving on a university faculty, I was in touch with many presently serving superintendents and principals (many of whom I appointed) or APs I mentored, coached, and appointed who are now principals. I can honestly tell you that all letters of recommendation (LOR) are not equal. Some verbal or written referrals and recommendations carry more weight than others.

Furthermore, unofficial “off-the-record” assessments can carry the same influencing power as the official “on-the-record” assessments. Simply because your superintendent days are over, it does not mean that your “school leadership talent scouting” instincts disappear; besides, you want the principals you appointed to have the best APs, and your superintendent collogues/friends to have the best APs and principals. Moreover, you could be fortunate (as is my case as a former high school principal) to be in a position to help your former students who have arrived or are making their way up the school-building leadership career ladder. However, most importantly, for the educational well-being of children, you want to do the best preparation work for all SS&A students. Therefore, you want to get the best (of the best) SBA candidates in the best possible position to win a SBA appointment.

Full confession: As a rule, I never write a recommendation that I do not believe that I could stand 100% behind my laudatory assessment comments; yes, this, at times, has led me to say “no” to a request for a Letter of Recommendation (LOR), because I cannot comment insincerely when I know parents, staff members, and students’ lives are at stake. And based on the quality of some of the many AP or principal job candidates I have interviewed, I suspect that not everyone shares my approach of not providing an unearned and unwarranted “positive” LOR, or do we simply have different standards? In any event, the upside of those rare (because folks quickly figure out my standards) uncomfortable “no recommendation” moments is that principals, district-level staff, and superintendents know that when I endorse an SBA candidate, I am saying (because I do not know the present particulars of the school), that this person I am recommending should, all things being considered, at least be on your “finalist” list of SBA interviewees becouse of their highly-valued status (later in the book I talk about the psychological and practical importance of making it to the SBA job appointing final 3 or 4 top candidates).

In addition, as was the case in my own SS&A graduate school experience, faculty members can become a coach and mentor of your immediate SBA job search and appointment efforts; and long-term advisors and recommenders of promising SBA candidates after your AP or principal tenure begins. SS&A faculty mentoring involves tasks such as enhancing your CV and assisting with the organization of your Professional Performance Portfolio (PPP). Later in this book, I discuss how the PPP can serve as an effective self-study tool, empowering SBA candidates to strategically “guide” district-level interviewers toward their areas of expertise and strengths.

Finally, beware of the widespread flawed belief among some young educators that suggests you are living a failed career life if you are not an assistant principal by age twenty-five! How about “mastering” the instructional practitioner role, a model deanship, a highly efficacious guidance counselor, the teacher who is an excellent grade or content leader? Schools are emotionally dense, often politically tense, and psychologically complicated places; therefore, a calming, compassionate/passionate steady hand and a serious discerning maturity are needed to be an effective school-based leader. There is no reason to rush the process artificially. It is a case of earning the school leadership role by learning the many complex roles a school leader must play throughout a school day. Instead, take the time to acquire and work with a “proven” presently working or retired SBA mentor-coach, learn good and effective curriculum theory, school-building management strategies, “people skills,” budgeting, student/staff scheduling, explore school improvement/raising achievement ideas, and the best instructional coaching practices since a school’s success is primarily predicated on the quality of its learning culture environment, which is very much driven by the quality (and the quantity of that quality) of its teaching and learning activities.

Most importantly, take the time to study and get to know your(authentic)self as an educator and a seriously committed school leader of educators! You should also, for district-level interviewing purposes, take as much necessary time as you need to “sharpen” your gifts and talents, strengthen your areas of leadership skills and knowledge “weaknesses” (cue the mentor-coach), and eliminate those professional flaws, unprofessional people-to-people terrible tendencies, and behaviors (e.g., unbefitting of an AP social media postings) that question your school-building leadership “temperament” and thus weaken your ability to earn an AP appointment. Understand that the district is not professionally developing your job-search skills obligated or legally responsible for telling you why you were not selected for the AP position.
Your somehow “professionally connected” veteran SBA mentor-coach could discreetly, in some situations, find out your presentation/interviewing strengths and weaknesses. Try to gain a more complete and deeper understanding of what it means to be a professional educator, and specifically, what it means to take on the responsibility of an educational leadership position in today’s world, particularly in a Title-1 school where the children and staff desperately require maximum school leadership skills, not a mediocre and knowledge deficient performance. However, all schools surely do not need someone who rushed through their school leadership learning development stages, someone who could dangerously become a poorly performing and dream-killing ineffective assistant principal. You must be able to answer in a standards-based/rubrics-ruling way the following question honestly:

“Why would a superintendent want to appoint me as an AP?”

If you want to start as a public school-based administrator (SBA), then get the process started right!

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If you want to start as a public school-based administrator (SBA), then get the process started right!

(Excerpts from an upcoming book for aspiring to school-based leadership educators)

Part 1: Aspiring to the Assistant Principalship

Being a school-based AP or principal is one of the most critical personal and professional decisions an educator can make. The quality of your career life and the quality-of-life futures of your potential School Family Members (students, staff, parents) are at stake. How you qualitatively start out with the School Based Administrator (SBA) job acquisition process is how you will qualitatively carry out that process and, ultimately, how the process will qualitatively end up for you!

“I am presently a teacher (or: dean, librarian, guidance counselor, staff developer, instructional coach, etc.), and I want to be an assistant principal––what do I do next?”

“What do I do next in my school leadership career journey?”

First, be an excellent, exemplary and highly-efficacious educator in your present job assignment!
Which means, I hope you have professionally distinguished yourself based on objective, operational performance standards in your current job position. In addition, you have received positive competency performance feedback from the district-level leadership (e.g., content directors) team. Further, your school-based supervisory administration team’s formal and informal ratings and evaluations (and maybe even written commendations) are noteworthily positive. You may have been called upon on the school or district level to present yourself or your classroom as a demonstrated example and model of high effectiveness and excellence. Or you have been asked to serve in the role of a professional development presenter? As a teacher, you may already hold a selective, distinguished leadership position in the school (e.g., mentoring, content or grade leader, departmental chairperson, curriculum writer, instructional coach, staff developer, or teacher PD center facilitator). You may be serving on a school or district-level task force or committee or have done so in the past. Your collegial peers consider you eminently respected and highly regarded. And (an excellent sign), when visiting your school, the superintendent, a deputy, or district director/coordinator (privately) ask you if you have ever considered pursuing an AP position! It is a good guess to think that they would only ask you that question if they felt you fit the AP profile and the district would benefit by your being in that SBA position-seeking “pool.” And finally, most importantly, the students under your pedagogical care make significant academic or social progress despite the challenges and deficiencies they may bring to your classroom.

Even if you are committed to pursuing an educational leadership position, remember the real-world impact of your potential role. Strive to be the best in your current role, not just for the sake of your school-building leadership job aspirations but because your actions can shape the future of children. Wait, observe, think, and listen for the authentic ‘heart’ and ‘head’ calling you into a leadership role. If the calling is true and accurate, it will persist until you answer correctly and purposely. Remember, schools deal with real people, not widgets. Your leadership can turn dreams and aspirations into reality; SFMs are not just abstract data points or names attached to official documents.

Perhaps the career advancement grass looks greener on your neighbor’s (appointed AP or principal) side of the fence because you don’t see all the extra time, hard work, planning, and strategic commitment to unpaid hours they put in to make those positions work! —So, be careful and know what you are asking for aspiring school administrators because (after studying this book) you might get that position!

Next: Part 2, The state/local SBA job requirements, the official administrative SBA job posting, and the applying process is the process, so meet and follow them faithfully.

“The Algebra Problem: How Middle School Math Became a National Flashpoint”

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The Algebra Problem: How Middle School Math Became a National Flashpoint

“Top students can benefit greatly by being offered the subject early. But many districts offer few Black and Latino eighth graders a chance to study it.” –NY Times

https://www.nytimes.com/2024/05/22/nyregion/middle-school-math-algebra.html

What we need are radical solutions to chronic intellectually debilitating problems.

Chapter 17: Building a Highly-Efficient and Highly-Efficacious High School Mathematics Department: This requires a radical readjustment of the mathematics syllabus calendar, course-taking planning, and time-line course offerings restructuring. The aim is first to ensure that when those middle school “Algebra-Deprived” (but not pre-algebra mathematical skills deficient based on their 4th & 8th-grade standardized math exams scores) students transition to the 9th-grade, they are made ready to take and “strongly” pass Algebra that first year, and then comes the rethinking of their H.S. mathematics courses scheduling part. This reimagining of the mathematics courses programing pivotal shift will make them STEM college majors (engineering, pre-med, allied health, STEM research scientist, etc.) prepared by them being mathematically enabled and empowered to take calculus by the 12th grade, or at least being first-year college calculus taking ready after H.S. graduation.
Those high school principals, serving as highly ethical school-based educational leaders, may be unable to change the zip codes where our young people live. Still, we can and must change their potentially limited life trajectories into the best possible life possibilities. Our response to any prior incomplete or total ignoring of their innate mathematics gifts and talents must be radical and uncompromising. This is the true meaning and measure of a public school-building leader.