Dion Ginanto
Being
a principal is an honor job. However, not all people can bear the burden of
being the leader of a school. A lot of principals are successful in moving
their schools forward, but a lot of them are failing to lead. The failure of a
principal is not merely because s/he is not capable to lead; rather, s/he fails
to set up a principal’s plan; I argue that the success of leading is determined
by the success of your leading in your first 100 days. Therefore, to make a
great start, every principal needs to have a good plan for his or her first
steps. Joseph (2012), wrote, “The first hundred days of the school year is
important, whether you are a new principal or a veteran principal. As a new
principal, you will establish basic operating procedures and begin to cultivate
the norms of your school. As a veteran principal, you will have the opportunity
to reflect on your practices from previous years, and you can begin the reculturing
process as you strive continuously to improve your school for children, parents,
and staff” (p. xiii). In this paper I discuss my vision of leading, my vision
of learning, my vision of school, and my 100 days principalship plan.
A.
Vision
of Leading
My
vision of leading is: “Leading with CHEETAH (Creative, Honest, Enthusiasm,
Elegant, Trust, Accountable, and hardworking) to implement school success.” I
believe that by having the elements of CHEETAH, I can lead my building
efficiently and effectively.
B.
Vision
of Learning
My
vision of learning is: “Leading with EPICS (Equitable, Positive, Intellectually based, Collaborative,
and Safe) for a positive learning climate.” I believe that the success of the
school starts in the classroom. Hall and Geroge in Freiberg (1999) wrote that
the role of teachers is to make a positive climate in the classroom, while a
principal is responsible for creating a positive climate in the school.
Therefore, by having these elements of EPICS, I believe I can trigger students’
achievement.
C.
Vision
of School
I
understand that creating a vision of the school needs to be done together with
the school’s staff. However, as a future principal I need to have a vision as
my guidance to where I need to bring my school. My school vision is: “Creating a
Positive School Climate to create successful students.” I will bring my school
vision to the staff meeting in my 100 days program, and together with the staff
we will either maintain the vision of the school that has already existed, or modify
it.
D.
My
100 days planning
Starting a new job or a new career is
one of life’s great moments. The road ahead promises adventure, opportunity,
and independence. Long-delayed dreams can finally be realized. Everything seems
possible. Bumps? Obstacles? Who want to thing about such things when the world
is alive with possibilities? Yet in fresh situation filled with opportunities,
there are always land mines concealed just below the surface. Too often, we
discover them only when they blow up in our faces. Enthusiasm and optimism can
quickly erode into a mire of disappointment and disillusionment. New comers
will always encounter bumps and an unfamiliar road. (Bolman and Deal, 2010, p.
26)
To
get ready for the bumps and obstacles, as written by Bolman and Deal (2010)
above, we need to learn about the school we want to lead. It does not matter
whether you are a novice or a veteran principal; we need to learn about the
school we will lead.
Figure
1: My 100 Days Planning
·
The stages of my 100 days planning are:
I will make good relations with the people in the building first. I will then
review data to be able to set the direction of my school. After I succeeded in
figuring out the data and the school’s direction, I will develop the people and
the organization. The final output of my 100 days planning is having a good
start to accomplish the success of the school.
· I divide
my 100 days planning by months: July, August, and September + 10.
·
I will use my visions of leading, of learning
and of the school as guidance for my 100 days planning.
To make my 100 days planning more manageable, I have divided
it by: monthly-based, theme-based, and rationale based. I also explain my
hundred days planning based on the question: “What, who and how is this program
for?”
1.
July
As shown in the table, I have divided my 100 days planning
based on the big themes: Developing Relationships, Reviewing Data, Setting
Directions and Developing People and Organization.
Developing
Relationships (July)
a.
Rationale
Bolman and Deal (2010) asserted that novice
principals need to work on building relationships with key players. They
suggested that principals spend time and find out how they think, what is
important to them, and what they would like from you. They asserted that the
better your relationships, the more likely you are to build support and defuse
opposition. From the table, there are some actions that can be done by the
principals in the first month (July):
1)
Identify mentors, priests, and storytellers:
Bolman and Deal (2010) wrote that a new principal should identify informants, since
they can tell how things came to be and instruct you in cultural mores and
norms. They will also give
you
important lessons on what works and what to avoid. In taking this step, I will
approach the staff who have been working in the school for a long time. I will
approach them informally and make them comfortable to talk with me.
2)
Talk in person to staff/administrators:
Joseph (2012) listed one action that can be done by the novice principal: “Meet
individually with leadership team members” (p.117). In implementing this entry
planning, I will make a timetable to have an informal and in-person meeting
with my staff and administrators. I can either invite them to my office room,
or I can jump in to their table.
3)
Staff and teacher meeting, plus
traditional food party. This meeting is for introducing each other, 4) Meeting
with Students association e-board, 5) Schedule meeting with parents,
supervisor, board members, and superintendents; invite them to the school
party. I quote one of Joseph (2012) programs in his book, “schedule
meet-and-greets with staff and parents throughout the community” (p. 117). I
added students to my meeting agenda, since in Indonesia every school has a student organization that implements
extracurricular activities. This meeting is designed to make students, staff
and parents more familiar with their new principal. I will use the food party
setting to make the meeting less formal.
b.
What, Who and How is this program for?
The aim of this program is to develop a strong relationship
of a novice principal with the staff, teachers, students, and parents. The way of
doing this is informally and personally. The target of this program is to enhance a
strong commitment to work together in realizing a better school.
Reviewing
Data (July)
a.
Rationale
Skiba
and Sprague (2008) contended that data-based decision making is interwoven
throughout school-wide positive behavior support. In line with this, the Wallace Foundation, in Whitehead,
Boschee, and Decker (2013), asserted
that the principal should be able to manage people, data, and the process of
fostering school improvement. Consequently, to lead in my first month, I need
to be able to use data to avoid making decisions based only on assumptions. Things
that I will do for reviewing data in July are: 1. review
students’ data, 2. review the teachers and staffs’ curriculum vitae, and 3.
conduct a survey about teacher, students, staff. This survey is aimed to know what teachers,
staff and students want for school change.
By
conducting a review of staff, teacher, and student’ data, I can create a
leadership map of the school. I can figure out what students need, and what
help I should give to my teachers and staff. I can also know more about my
staff and teachers by reading their curriculum vitae. Another important thing
that I will do regarding the data is that I will conduct a survey of my
teachers, students, and staff. By having survey data, I can get authentic and
scientific data about people in the building.
b.
What,
Who and How will this program for
The target of conducting this plan is
to get authentic and scientific data about the students, teachers, and staffs.
By having this kind of data, I can make decisions, which are not based only on
my assumptions.
Setting
Directions (July)
a.
Rationale
ELCC (Educational Leadership
Constituent Council) standard number 1.3 says that a principal needs to be able
to steward a school vision of learning. As a principal, I will try my best to
guide my staff to set the direction of our school together. In the first month of my leadership, I will
not change or adjust the school’s vision; rather, I will learn the about previous
visions of the school. Joseph (2010) also listed this in his first 100 days
planning. He wrote, “Begin creating a graphic of your beliefs and vision of
teaching” (p.117). In July, the activities I will do are: 1. learn the school
culture: Hero, heroine, icons, and rituals, and 2. read and learn about
previous school visions, missions, and goals.
b.
What,
Who and How is this Program for?
The expectation of this month’s program
regarding setting directions is that I have a deep view of the vision of my
school. Therefore, during this month I will learn the school’s culture, vision,
mission, and goals that have already existed in my school. By having a big
picture of my school’s vision and mission, I will be able to decide whether I
will keep, adjust, or change them.
Developing
People and Organization (July)
a.
Rationale
One of the roles of a principal is to
be instructional leader. As an instructional leader, a principal is encouraged
to motivate the staff to enhance the quality of the people as well as the
instruction in the building. Whitehead, Boschee, and Decker (2013) defined instructional
leader as follows: “The principal is responsible for improvement of
instructional practices, that is, using research-based methodology to enhance
the learning for diverse learners in the classroom” (p.44). In my opinion, developing
people and organization is aimed at creating a positive school climate. I quote
the teaching material of Prof. Beth Smith in her EAD 812 class:
People are the heart of any
organization. When people feel the
organization is responsive to their needs and supportive of their goals,
managers and leaders can count on their followers’ commitment and loyalty. Managers and leaders who are authoritarian or
insensitive, who don’t communicate effectively, or who simply don’t care about
their people can never be effective managers and leaders. The job of the
manager and leader is one of support and empowerment (Slide p. 2).
Smith (2013) also asserted that people
need organization, and organization needs people. Therefore, I will try my best
to balance this mutual relationship to make a positive school climate. By having
a positive school climate, I will have a better instructional process in the
building. In this step, I will: 1. create the map of political terrain in the
building: pro-change, oppose change, and in between; and 2. set up the program
that promotes greater collaboration.
I believe that by having a clear map of
the political terrain, I can understand more about my staff. Bolman and Deal
(2010) wrote that it is important to know the political terrain of the school,
because school is a collection of different individuals and groups with
enduring differences in backgrounds, beliefs, and agendas. Accordingly, after I
know the political terrain, I will be able more easily to develop my staff and
organization, and I will finally be able to figure out the programs that
promote greater collaboration.
b.
What,
who and How is this Program for?
The basic aim of this planning is that
I achieve a clear view of those I will lead. By having an understanding of the
political terrain, I will not be afraid to make a wrong decision in regard to
developing people and the organization. Also, in this step I will design a
program that can make all people in the building collaborate effectively in
achieving school goals.
2. AUGUST
Developing
Relationships (August)
a.
Rationale
1) Meeting with Vice Principals (commonly in
Indonesia, we have four vice principals in a high school) to discuss the school’s
vision and change. 2) Meeting with predecessor. Whitehead, Boschee, and Decker
(2013) listed one of the roles of principals as a bureaucratic executive, which
means that a principal is perceived as a member of a well-developed educational
bureaucracy with clearly defined bases of power and responsibility. My aim of
meeting with vice principals is to ask their opinion about the meeting that I
will hold with everyone in the building. Therefore, in the meeting we have, the
same perspectives will help us run the meeting smoothly. Meanwhile, meeting
with my predecessor is aimed to learn as much information as possible, because
the school principal’s predecessor understands the strengths and weaknesses of
the school.
3)
Conduct a school meeting:
teachers, staff, students representatives, custodians, librarians, etc., to
talk about school vision, SWOT analysis, and plan of change-if needed. Joseph
(2012) wrote that a leader of a school needs to create the conditions necessary
to revisit or to create a shared vision. Strength, Weakness, Opportunity, and
Threats (SWOT) analysis is also important to be conducted by a leader, in order
to enable the leader to understand some possibilities and risks of a policy.
b.
What,
who and How is this Program for?
The Developing Relationships program in
August is aimed to build relationships with people who had and have power and
responsibility in the school. Then, after I get the big picture of the school’s
vision and the school’s SWOT analysis, I will conduct a big meeting of all
people in the building to discuss the school’s vision and whether or not it
need to be changed.
Reviewing Data
a. Rationale
·
Conduct
classroom walkthroughs: One of the aims of conducting a
classroom walkthrough, according to Downey, et.al (2004), is “to promote
teacher use of assessment for diagnostic purposes to determine prerequisites,
and acquisition and mastery of the learning” (p.8). In conducting classroom
walkthroughs, I will influence teacher’s thinking without giving any judgmental
analysis. I believe that by having them discuss with me, we can share and end
up with a common desire to change to a better instructional approach. The key
point about the walkthrough is that both principal and teachers can walk the
talk (being committed to do the actions). Also, to make the walkthrough runs
smoothly, I will promote SBIQ (Situation,
Behavior, Impact, and then pose Question) in my building. Meloche (2013) suggested that the
feedback of classroom walkthrough is based on SBIQ. (For more information about
SBIQ, please visit: http://dionginanto.blogspot.com/2013/03/classroom-walkthrough-sbiq.html and read the attachment of SBIQ by
Meloche, 2013).
·
Review
and learn the school’s curriculum: In Indonesia at the moment, we use the
School-Based Curriculum. The curriculum enables every school to modify or
improvise the content, based on the school’s needs. Therefore, every school has different
curriculum. By having good mastery of the curriculum used in the school, I will
easily provide the destination of the school curriculum. Whitehead, Boschee,
and Decker (2013) asserted that one of the roles of the leader is to provide
the destination and/or path for the development and implementation of a
comprehensive school curriculum.
b.
What,
who and How this Program for
In doing this step, the final target is
to gain authentic data about teaching and learning activities by conducting a classroom
walkthrough in every class. The walkthroughs that I will conduct will last for three
to five minutes. The main aim of my walkthrough is not to change teachers’
behavior by telling them how to teach effectively, but rather to have a
discussion with them about the teaching and learning program in the classroom
that best promotes students’ achievement. I will also learn the curriculum that
is currently being used in the school. Having a deep understanding of the
curriculum is important to avoid using assumptions in making policy regarding
the curriculum.
Setting Direction (August)
a.
Rationale
·
Do a
school visit to the international school in the neighboring county.
One of the roles of the principal in
2000-to-present era, according to Whitehead, Boschee, and Decker (2013), is as
a global learning leader who is encouraged to make connections and enable
students to develop global perspectives. Therefore, to make that happen, as a
principal I need to learn from the only international high school in my
province (SMA Titian Teras). I will learn how the school maintains the quality
of its teachers, students, and facilities.
· Package school vision. Having a strong
vision of the school is very important. The school will not end up with success
if it does not have a clear and strong vision. Joseph (2012) contended that dealing
with the school’s vision, includes setting of the top priorities for actions in
the next year or two.
b.
What,
who and How this Program for
The
target of this step is that I as a principal can work together with the staff
in setting up the directions of the school, by arranging the top priorities for
action based on the school’s vision. Also, I need to infuse the values of the
international high school in my province into my school. I hope by having a clear
view of the parameters of a good school, and top priorities for action, all the
staff will easily collaborate to accomplish the school’s goal.
Developing People and
Organization (August)
a. Rationale
·
Developing
deep understanding of how to support teachers: From his research, Johnson
(2008) revealed that principals need to give greater help to teachers in
content knowledge. If I adopt the idea of Johnson, who conducted his research
in the United States, I need to have really deep information about what kinds
of help the teachers need to improve their instruction. The challenge that I
will encounter is that in my country the so-called Professional Development
(PD) or Professional Learning Community (PLC) are not really familiar in most
schools in Indonesia. Thus, I will conduct both a personal and an official
approach to gather the necessary information about how to support teachers through
interviews, unofficial talks, observations, surveys, etc.
·
Building
a collaborative process. One of the roles of the school principal in the 2000 -
present era is as a collaborative leader. This means that school leaders are
encouraged to work with teacher leaders and to facilitate a team approach for
decision making and learning (Whitehead, Boschee, and Decker, 2013). I see this
step as challenging, since in my school, based on my observations so far, the
culture of collaboration among the teachers is very small. Therefore, I need to
work harder to build the collaborative process among people in the building. One
thing that I will try to assure to my school is by changing “I to we”.
b.
What,
who and How is this Program for?
The
main aim of this step is to create a collaborative tradition in the building. Positive
collaboration among staff, teachers, and students will create a positive school
climate. By having a positive school climate, the success of the school can be
achieved more easily.
3. September + 10 Days
1.
Developing
Relationship (September + 10 Days)
a. Rationale
·
Conduct
a sport tournament for teachers in welcoming Independence Day of Indonesia.
Bolman and Deal (2010) argued that a school principal should be able to spend
time with people. This approach is aimed at getting closer to those who seem
distant or who disagree with you. By conducting informal activities, such as a sport
tournament among teachers, I can more unofficially associate with them. The
first week of September would be great, since our Independence Day is every
August 17. I will not conduct a sport tournament at the school in August,
because a lot of people will be busy with the independence ceremony held by the
local government.
·
Home
visit for parents to increase parental involvement. Lopez,
et.al (2000) wrote about ways to increase parental involvement at school, by: (1)
initiating parental contact; (2) making non-traditional strategies and means to
get parents involved in their children’s education; (3) giving adult education
and training for parents; and (4) being accountable to parents. In line with
this, Noguera (2004) asserted that “When parents are respected as partners in
the education of their children, and when they are provided with organizational
support, which enables them to channel interests to the benefit of the school,
the entire culture of the organization can be transformed” (p. 15). Therefore,
the first action that I will conduct in September is to do home visits for
parents. If I cannot reach them all, I will make a regular phone call, or post an
updating report about students and school through the website.
b. What, Who and How is this Program for?
This
month program is targeted to make a closer relationship among the principal, the
teachers, and parents. Some programs, such as a sport tournament for teachers
and home visits, are considered effective programs to build stronger
collaboration relationship.
2.
Reviewing
Data (September + 10 Days)
a.
Rationale
Conduct
school observations. Observation is believed to be one
effective approach to improve students’ learning as part of their preparation
for competing in the emerging global world (Whitehead, Boschee, and Decker,
2013). Again, in conducting the survey I will not give judgmental feedback to
my teachers; rather, I will ask them to discuss with me about the instructional
process in their class. I will also empower teachers to conduct classroom
observations in each other’s classroom. I will use protocols to help me and my
teachers discuss the feedback. Protocol is a set of guide that can make the
meeting more effective. The example of protocol can be seen in the attachment
2. In this paper, I also attach the feedback timeline in attachment 3, and the
conversation sentence starters of the observation feedback cycle in attachment
4.
·
Analyze
school data: Survey, walkthrough, and observation. Joseph (2012) puts analyzing
the data in his first 100 days plan. By analyzing the data, principals will be
able to measure what needs to be prioritized in their programs. Also, by
analyzing the data, principals will avoid assumption-based policy.
b.
What,
who and how is this program for?
The target of this month’s “Reviewing
the Data” is for me to analyze the data that I have ever conducted in July and
August. Survey, walkthroughs, and observation data are valuable assets for me
to determine what change I should enact in my building.
3.
Setting
Direction (September + 10 Days)
a.
Rationale
·
Together
create high performance expectations. One of the core components of school
performance is high performance expectations. Goldring, et al., (2007) categorized the high standards of student
learning as, a. both teachers and students the rigorous learning goals; b. teachers
and students have high expectations of success; c. the gap between advantaged
and less advantaged students is closed; and d. the overall academic achievement
of all students is raised. When I become a principal, creating a high standard
of students’ learning will be my priority in my 100 days planning. This is because
we can motivate students and teachers when we all agree to set up the high
performance expectations. I believe everyone will work hard to achieve this
expectation.
·
Together
develop a rigorous curriculum that promotes students learning. Goldring, et al.,
(2007) also put rigorous curriculum in their components of school performance. They
argued that the curriculum
needs to be adjusted to meet the need of the students. In implementing this
program, I will combine eastern and western curricula. I will pick the positive
values of western philosophy, and I will remove those that do not fit our
culture (think globally but act locally). I will also encourage teachers to
create lesson plans which are useful to the students’ future. The most important
thing is that I will make sure that the school curriculum is adjusted to up-to-date
materials.
·
Make
plans for infrastructural construction. I will do this program because I think
infrastructure (building quality, classroom facility, parking lot, etc) affects
the school climate. If we can make a positive school climate, we can easily
create school success. Freiberg and Stein in Freiberg (1999) defined school slimate
as the quality of a school that helps students feel personal worth, dignity,
and importance. Having a positive school climate will also increase students’
sense of belonging.
b.
What,
who and How is this program for?
In this stage I will start to think
about the school’s direction. I will start to make a rigorous curriculum, and high
expectations for students’ performance, and I will create a positive climate,
especially in building infrastructures’ planning. In this stage, I realize that
I already have good relations with the people in the buildings; therefore, I
will push and empower them to make higher expectations for our school
performance.
4.
Developing People and Organization
(September + 10 Days)
a.
Rationale
·
Build
shared/distributed leadership. Distributed
leadership poses the challenge of how to distribute responsibility and
authority for guidance and direction of instruction, and learning about
instruction, so as to increase the likelihood that the decisions of individual
teachers and the principal about what to do, and what to learn how to do,
combine into collective benefits for student learning (Elmore, 2000).
Distributed leadership is not really familiar in schools in Indonesia. Thus, I will
be challenged to promote this leadership style in my school, because in my
opinion, distributed leadership is very valuable for all teachers to learn
about how to lead and how to have leadership roles in the building.
·
Conduct professional development (PD) and
make a schedule of PD for teachers: Whitehead, Boschee, and Decker (2013)
defined Professional Development as the most effective means of leading and
ensuring transformational change. PD can increase comprehensive professional
growth for staff. After I understand
about the teachers’ needs and character, I will conduct PD at the school. I
will also make a timetable for teachers to be registered for the PD at the
county or province levels. PD is very important to maintain the quality of teachers
and the quality of instruction. By considering the growth of information and
technology, teachers need also to enrich their capacity in the area of IT.
·
Conduct
professional learning community (PLC). In doing PLC, I will adopt the idea of
Novak (2013), to focus on three areas of learning community: professional
learning, leadership, and collaboration. I understand that PLC is not really
familiar in Indonesia, but I believe that by starting to promote this culture, I
can spark the spirit of PLC in other schools.
·
Manage
the environment and strengthen school culture and safety. Another role of
principals is as a guardian for a safe school. This means that school leaders
must be able to address safety issues, including bullying, discrimination, and
violence (Whitehead, Boschee, and Decker, 2013). To deal with this program, I
will promote capacity building for students and/or teachers about issues of
discrimination, bullying, violence, clean environment, discipline, etc. I will
invite the trainers to help us figure out resolving these kinds of issues.
·
Create positive communication with government
and private sectors. One of important role of a principal is to be a community
leader. The collaborative value
is part of the ELCC standard # 4.1:Collaborate with families and other community
members (Whitehead, Boschee, and Decker, 2013). In my 100 days planning, I will
create a schedule of meetings with local government and private sectors, to
have discussions about how the school can collaborate with them. By having good
communication with them, the school can benefit from their donations, which are
very important for the school.
b.
What, Who and How is this program for?
In
my September + 10 days stage, I will start to develop each part of the
building: teachers and staff, infrastructure, and environment. This stage is
targeted for all elements in the school to pursue quality performance in
achieving the success of the school.
Conclusion
There is a beautiful anonymous
proverb: “Plan Your Work and Work Your Plan.” This proverb is simple yet
difficult to be implemented. It is easy to create a 100 days planning list;
however, it will be difficult to implement the list in real work. Therefore, if
I become a principal, I will always have this 100 days planning with me. I will
make a checklist on what has been done, what is being done, and what will be
done. I will focus on four main topics as the priority of my actions: Developing
relationships, reviewing data, setting directions, and developing people and
organization. I will also adopt the values of leading defined by Joseph (2012):
encouragement, know-how, and enthusiasm. To end this paper, I quote
another beautiful proverb: “If you fail to plan, you plan to fail!” This means,
if you want to succeed in leading your school, you need to have a good plan.
Having 100 days planning will guide me in how to have a good start in my
principalship.
Reference:
Bolman,
L. & Deal, T. (2010) Reframing the
path to school leadership. 2nd edition. Thousand Oaks, CA:
Corwin Press.
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CA: Corwin Press.
Elmore, R.F. (2000). Building a new structure for school
leadership. Washington, D.C.: The Albert Shanker Institute.
Freiberg,
H. J. (Ed.) (1999). School Climate:
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York: Routledge Falmer.
Goldring, E., Porter, A.C., Murphy, J.,
Elliot, S.N. & Cravens, X. (2007). Assessing
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Johnoson,
Jean., (2008). Special topic/The principal’s priority 1: Public Agenda Reports, 66(1), 72-76
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Noguera,
P. A. (2004). Transforming urban schools through investments in the social
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Skiba, R., & Sprague, J. (2008)
Safety without suspensions. The Positive
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Smith, Beth Ann. (2013). The human
resources frame (Week 13). A class
presentation. Michigan: Michigan State University.
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B., Bjoschee, F., Decker, R., (2013). The
principal: Leadership for a global society; Los Angeles CA., Sage.
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