The Practical Tools for Successfully Realizing the Principalship—Supporting Presently Serving Principals in Their Efforts to Realize a Successful Principalship Practice.

This book is for:

Those educators who are aspiring to serve in the roles of school-based principals and assistant principals.

Educators who are preparing for state, local or national “School Principal’s Certification Exams” and the school building administrator’s selection/appointment interview.

Giving district-level and school-based interviewing teams the criteria (standards) for evaluating and selecting a school principal (or AP).

Helping superintendents by outlining the necessary job requirements and job analysis of the principalship; and most important, those critical “unstated” or not “codified” (but yet expected) essential duties of a school-based administrator.

Knowing the management, administrative and instructional skills needed to be a highly effective school leader are characterized by the ability to significantly (across multiple performance cohorts) and consistently (annually) raise students’ academic achievement performance levels school-wide… Everything else is pedagogical performance art!

Paperback edition with notetaking daily journaling pages included:

eBook edition: (Note: The eBook will not contain the journaling pages):

After you’ve attended a teenager’s funeral, you may think differently about “disrespect-fixing” violence.

When the motivating factor for the murder was a response to a perceived or real “act of disrespect;” not a self-defensive act in response to a physical threat, not an “it-was-me-or-him” moment; and I venture to say that the verbal affront, was, in fact, nothing near worth taking another young person’s life away from their family, this world and their future.
And probably, a life could have been saved if not for the peer (“you gonna take that son?”) audience and the “I’ll-hold-your-coat” so-called friends in attendance.
But, unfortunately, too much of a sad and tragic societally learned logic is in play in these situations: “The deliverer of the disrespect looks like me—my life is worthless—and therefore their life is worthless!

And when you are asked to speak at these funerals, and every comforting word you have creatively crafted the night before feels like it will fall far short of adequate when you look down on the grieving faces of what is one of a parent’s worst nightmares —burying their child. That moment is as far from “meme-worthy” or “entertaining” as Earth is from Jupiter.

I’m standing by my professional, ethical standards, even if I stand alone. As a professional educator and an African-American man, I will never condone violence due to unthoughtful, insensitive, stupid, ill-intent, or mean words. It does not matter if these words are uttered in a school’s classroom, hallway, cafeteria, bathrooms, or in the streets outside of school, or even by “grown folks” on international television.

As professional educators, we also know that children are always learning, in and outside of school. And last night (3/27/2022), and in the weeks and months to come (via social media), many young people would have learned a terrible lesson well, one we educators spend so much time trying to get them to “unlearn;” and that is their “learned understanding” that any actual or perceived act of “disrespect” must be met with crowd pleasing-witnessing violence; no matter the consequences to themselves or the recipient of their violent retribution.

A distorted and deadly definition of “manhood” has, through cultural aggression, been imposed on our most disenfranchised and disconnected from the “American Dream” populations. It’s a graveyard and prison filling violent philosophy of “handle your business” instead of being adequately educated to successfully work in or own a business.

Professional school experiences and events can frame how you think about things, like the LGBTQ issue becoming less religious and political and more painfully personal when a teenager is sitting in your office who has just been kicked out of their home and into the streets or that same or another LGBTQ student is threatening suicide.

And so, for those who say: “it’s only comedy!” Forgive me if this old-fashion retired principal doesn’t get the joke. But, I am sticking with my old-fashioned non-violence standards because the memories of those teenage funerals won’t leave me after so many years have passed.

Your report from the principal’s office has arrived!

Report From The Principal’s Office: A 200-Day Inspirational and Aspirational School Leadership Journal. (RFTPO)

The Book is available on Amazon:

Paperback edition with notetaking daily journaling pages included:

eBook edition: (Note: The eBook will not contain the journaling pages)

The RFTPO Book: The second work in a unique series of school leadership books by a former teacher, science center director, principal, and superintendent; these books seek to explore, explain and propose solutions to the present challenges of identifying and creating great schools and (most likely led by) great school leaders. RFTPO combines the creative task of daily journaling with critical daily commentaries reflecting on the art, craft, talents, and skills required to be a successful PreK-12 educator, specifically, achieving success as a highly-effective school-building administrator.

Readership: Although specifically designed for current serving principals or assistant principals and professional educators who are aspiring or studying, or are presently serving in the capacity of a school-building and/or district level administrators, superintendents, district-level directors, coordinators, and supervisors, the language is structured to allow broader access to a diverse non-school based leadership public education stakeholder audience (e.g., parents, college professors, journalists, senior public education policymakers, elected officials, and tax-paying citizens) to find this Book accessible and “eye-opening” helpful in understanding the often “forgotten,” “unclear” or “hidden-from-public-view” inner workings of public Pre-K-12 schools. And the unique challenges the leaders of those schools are forced to correctly problem-pose and successfully problem-solve daily.

Why the focus on the principalship?

This Report From The Principal’s Office (RFTPO) book, in many ways, presents a concise daily compilation
and an extended explanation of my professional interpretation of why some school-based administrators are incredibly successful (Day-103: “The highly effective principal’s toolbox will always contain these seven critical leadership skills tools”). And why, unfortunately, others are tragically unsuccessful. While still, others are committed to pursuing a mediocre/status-quo path, which is another way of being unsuccessful! (Day-152: “The not-so-good, the good, the great, and the highly effective school-building leader”).

Why focus on the need for better school-based leadership professional development?

First, because the emotional and educational well-being of students, staff members, parents, whole communities, and our nation is at stake, but also…
Unfortunately (Day-47: “It’s not a matter of if it will happen; it’s only a matter of when will it be your turn!”) every year in the US, thousands of principals and assistant principals are either verbally or in writing (both are long-term career-damaging) disciplined or sadly in some cases removed for lack of knowing the “unspecified job requirements” expected of a school building administrator. (Day-54: “What you don’t know will hurt you: The hard truth about the “soft-skills” knowledge required for the principalship.”)

Leadership standards matter, and leadership quality matters the most at the operational core of a school’s success (or failure)!

Let’s face it, we are a ‘standards-based’ profession, so why would standards only apply to students and parents, but not professional educators, and specifically for the purposes of my work —School-based and district office educational leaders! So I start the RFTPO book off with two consecutive days of resolute affirmations:
“Day-1:The Principal is the single most influential difference-maker in a school’s success or failure.”
And then on,
“Day-2: The Principalship is a singularly unique position in PreK-12 education.”
These two opening chapters are in no way an attempt to minimize or dismiss the critical work of the other skilled essential personnel (custodians, cafeteria staff, teachers, paraprofessionals, etc.) required to operate a school; for even the best practicing principal could not function in a highly-proficient capacity if they had to (an impossibility) teach every class, prepare every lunch, as they kept the building clean and well-maintained; instead, my focus (and my intellectual interest), is based to a large extent on my experiential principalship praxis work; but, I am further inquiry-incentivized by my work-experience questions that were ‘planted’ and grew out of my time as a supervisor of principals, a superintendent. (Day-55: “Are highly effective principals born, or can good leadership skills and talents be taught and developed?”)

The Book is available on Amazon:

Paperback edition with notetaking daily journaling pages included:

eBook edition: (Note: The eBook will not contain the journaling pages)