0.6 Challenges facing black american principals: a conversation  (Page 17/22)

It takes a village. -Sioux and Ibo

Educational managers for school districts may find it necessary to incorporate supportive resource systems thatcontribute to principals of color participating in professional organizations (i.e. National Association of Secondary SchoolPrincipals [NASSP]; American Association of School Administrators[AASA]; Association of Supervision and Curriculum Development,[ASCD]) that include people from culturally diverse backgrounds. Atthe same time, principals of colors should not be trapped by historic divisions between races and genders and make the decisionto interact with groups that solely match their own racial heritage.

No one person’s success is attributed to his or her actions alone. It takes the support from others to besuccessful. Principals need to acquire the attitude and behavior of "win-win" relationships; that is, relationships that are supportiveamongst and between school constituents. These kinds of relationships help to establish networking ties.

Furthermore, school districts should ensure that principals are trained through principal institutes, forums,seminars, and professional development hours. And, these programs should entail mentoring programs specifically designed forhistorically underrepresented groups.

Though many principals in this chapter chose to operate without the support of a mentor, this is ill-advised.Principals should undergo mentoring and training to ensure the most effective development of leadership skills. School leaders set thetone of the culture by carefully choosing the people with whom they surround themselves, by communicating a sense of purpose for theorganization, and by reinforcing appropriate behavior. The manner in which school leaders interact and participate within thecommunity, greatly influence their success as a leader. When support is lacking for principals of color, their success andeffectiveness is greatly impeded.

Blessed are they who are pleased with themselves (South Africa)

Most principals encounter many variables including issues of race and health. They find coping throughmusic, humor, nature, and laughter. School districts should offer retreats that include workshops that focus on music, humors,nature, and laughter. Retreat locations should be carefully selected. School district organizers must not assume that because“political correctness”is the modern coined term that people are not emotionally riveted by retreat locations such as plantationsites. A part of the retreat agenda should acknowledge that most principals of color identify with a cultural heritage that has oncebeen oppressed hence, it is important for that oppression to be acknowledged and then identity where that oppression links to manybarriers they may currently encounter.

For example, Black principals need to acquire an understanding of their school cultures by first asking,“What is my purpose within this organization?”Secondly, one must ask,“Is my purpose aligned with the organization’s?”The answers and understanding include knowing how, when and where paradigmconstruction and shifting becomes necessary. Furthermore, the dynamics of the work environment can create anger among those whobelieve that they are being disenfranchised and anger can be good if it is empowering. But being labeled as“mad”(rather than angry) or“lacking collegiality”connotes irrational behavior and this, in itself, is not good and reflects TGC. Some situations need to bechallenged and some need to be left alone until the time is right for addressing; for to act in haste often makes waste. Blackprincipals often need to take time away from the work situation. This may be particularly difficult for principals working in ruralareas in the South where the culture often espouses an extremely strong dawn to dusk work ethic. Often, when principals do notadhere to this ethic, principals may believe that their constituents believe that their time away from the officeinsinuates idleness. Rather than idleness, more importantly, they should consider times for revival, reflection, and rejuvenationaway from the office as“mental health days”(MHD). The paradigm reconstruction of revitalization, reflection, and rejuvenation ishealthy rather that the paralyzing construct of idleness.