2nd Part Elementary Principal

The daily responsibilities of a building principal often vary, there is no "typical day."
Emphasis on Essentialism: Begin the day by identifying essential tasks to accomplish.
- Prioritize completing these tasks early in the day.
- Understand that days will be filled with unforeseen situations such as:
- Student support needs.
- Teacher support needs.
- Other emergent duties.
IEPs and Duty: Manage Individualized Education Plans (IEPs) and serve in a supervisory role (duty).

Make it a routine to walk around the school each day.
Engage actively with students and staff, including:
- Talking to paraprofessionals.
- Interacting with aides.
Starting the day with classroom visits is seen as an important practice.

Importance of establishing clear boundaries around work time.
- Many principals may find it easy to work extended hours (e.g., until 6 PM).
Communicate boundaries effectively:
- Share the value of personal time (family time) with staff.
- Invite staff to contact them in emergencies after hours.
- Preferred contact method: Text for emergencies or a significant need; call for urgent matters.
- Non-urgent inquiries can be addressed via email with a 24-hour response time.
- Reinforce the practice of pausing responses to parent inquiries late at night to avoid unhealthy precedents.

Building a strong staff culture requires intentionality from the start.
Clear communication about values and expectations is vital.
- Trust is a cornerstone of effective communication and staff relationships.
Meet individually with every teacher:
- Offer one-on-one meetings at the start of the year to establish rapport.
- During COVID, utilize online platforms (e.g., Zoom) for these meetings.
The importance of getting to know individual strengths and hopes for the school:
- Ask questions regarding:
- Favorite aspects of the current school structure.
- Any worries or concerns related to the school environment.
Taking notes on individual staff members helps in remembering personal details and improving relationships.

There is a heightened focus on understanding student behavior over recent years.
Leaders must support teachers in addressing behavior challenges:
- Implement Positive Behavioral Interventions and Supports (PBIS).
- Integrate Social Emotional Learning (SEL) to address the diverse needs of students.
- Recognize the evolving challenges that students face post-pandemic.

New principals should be comfortable with not having all the answers.
- Acknowledge that finding answers is part of the leadership role.
- Express commitment to resolving queries as a key component of leadership.

Importance of mentorship:
- Maintain connections with mentors and peer principals for guidance and support.
- Use these relationships for discussing challenging situations.
Encourage ongoing learning for both themselves and staff.
- Modeling continuous professional development as a principal sets a positive example for teachers.

The responsibilities and expectations of school principals evolved over time, especially post-COVID.
Emphasis on intentional relationship-building and maintaining boundaries encourages work-life balance.
New leaders should seek mentorship, value learning, and acknowledge the significance of a supportive culture in schools.