Running head: THE PRINCIPALS ROLE AS LEADER OF SERVICE

The Principals Role as Leader of Service

--

Presented to the Department of Educational Leadership

and Postsecondary Education
University of Northern Iowa
-In Partial Fulfillment
of the Requirements for the
Master of Arts in Education or Advanced Studies Certificate
-by
Christopher T. Burke
Eleanor Roosevelt Middle School
Dubuque, IA
July 4, 2014
-Dr. Dewitt Jones

The Principals Role as Leader of Service

Daily Reflections

Tuesday, June 17, 2014

Introduction of Leader of Service Theme
As I listened to Dr. Jones and Dr. Pace present this afternoon I was overcome with a
flurry of emotion that surrounds what has become my relatively short career in education.
Highlighting these feelings was the concept that while I have come a long way in my last seven
years, I still have so much to experience and learn. The education field is built upon personal
relationships and both Dr. Jones and Dr. Pace made it evident that it is through these
relationships, through our ability to connect and collaborate we are able to make a greater impact
on our students and our schools. The day in the office exercise seems to have created a sense of
hesitation for many of my peers, and I will readily admit that I am nervous about the upcoming
experience, yet I am terribly excited by it. What do I have to lose? I appreciate the idea that my
professors are challenging me to place myself in a vulnerable situation in the hope that I can
grow and help others grow as well.

Earlier in this reflection I mentioned the notion of my relatively brief experience in the
education field, however this concept of relativity is an interesting notion to behold. I may not
have put in the vast number of hours that compare to a 30-year veteran, but my experience has
been rich with quality and purpose. Every time I made the decision to take on various leadership
roles in my seven years it was a calculated decision that was not just in the best interest of
myself, but the best interest of my students and my school. The teams, projects, and initiatives
which I have chosen to be a part of are of great value and have a sense of purpose. As I move

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forward into further leadership capacities I want to hold true to this idea of keeping the big
picture in mind and to keep the integrity of the task true to its intended purpose. I still have
many questions these days, but I take comfort in knowing that there is an abundance of
individuals that will guide me in the direction of the answers I seek.

Wednesday, June 18, 2014

Deescalating and Resolving Conflicts
Listening to Lt. Martin Beckner speak today I was continually brought back to one major,
unspoken theme, acknowledge the person and understand the circumstances/situation. Lt.
Beckner mentioned three goals that he wished out of his presentation, increased professionalism,
decreased complaints, and less stress. First impressions, as Lt. Beckner noted, are vitally
important, for this can set the tone for the conversation/relationship at hand. One needs to
establish a good rapport, to reflect confidence and trust by way of non-verbal cues and body
language, as well as through tone, inflection, and lines of communication. Lt. Beckner stressed
that assumptions can create a breakdown in conflict resolution. Never assume that you know
what people want, or that they know what you want. In this regard, it is imperative that we are
active listeners that keep perspective of the situation as a whole as we dont predict or judge the
outcome(s).

If I wish to resolve a problem I need to invest myself in the concerns of the other, I need
to look them in the eye, speak openly, and ask questions. As a future leader I need to help others
to see that I truly do care about their concerns and that I am prepared to take the necessary course
of action to help remedy the situation. And what if I do not have the answer? Lt. Beckner noted

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that in a few circumstances he felt a little over his head and felt the need to request the support
and assistance of a more experienced senior officer. I need to remember that seeking advice and
utilizing my resources is okay. However, I need to learn from others so that I may better equip
myself do deal with the array of situations that are certain to present themselves in the future.
Perhaps the most challenging part of conflict resolution is found in recognizing that it is not
working. As Lt. Beckner noted, simple conflict resolution can only take you so far. Yet, if I
wish to establish a trusting environment that is based upon people and the relationships that
define the climate and reflect the culture of the school then I must always appeal to the positive
intentions of all those with whom I interact.

Tuesday, June 24, 2014

Midwest Summer Institute: Inclusion & Communication for All
Who Cares about Kelsey? was the name of the film that I was able to watch today at the
2014 Midwest Summer Institute. Kelsey, an at-risk high school student with a challenging home
life had been learning how to best cope with her disability. While not the most extreme of cases,
Kelseys ADHD became a challenge for her in terms of her academic success as well as the
relationships she developed throughout her schooling. Impulsivity, self-doubt, a lack of selfcontrol, a tendency to perseverate over minor issues: concerns such as these seemed to occupy
her daily life which became a barrier to her education. However, in place for Kelsey was a
system of supports that helped to not only guide her through the process of acquiring credits for
graduation, but to also help her to better deal with her disability and bring a sense of closure and
control over some of the aspects of interpersonal and intrapersonal relationships. Kelsey was
able to successfully complete her high school requirements and obtained her diploma, making

The Principals Role as Leader of Service

her the most educated member of her immediate family. With the conclusion of the film a small
discussion was held as we analyzed how Kelseys situation relates to experiences that we have
shared as well as how our current support systems and teacher professional development enables
our schools to better serve students with needs like Kelseys.

Being a leader of service means providing the support systems that enable all students to
achieve to the maximum of their capacity. As a school leader I must ensure that I offer my
teaching staff the opportunities to receive the instruction and routine support that better equips
them to manage and instruct a class that focuses on full inclusion. As mentioned in the movie,
teachers at first might be put off by the notion of working with a student with challenges the like
of Kelsey but in getting to know each student we can see that their needs might be different than
others, but we are still obligated to guided and support them in their academics. No student
wants to fail, and teachers will typically teach to the best of their ability, but what if a teachers
best is not enough to meet the needs of a given student? By measuring my staff members levels
of use as well as stages of concern I can set up a tiered network of support through which
teachers can empower one another to maximize their own potential. Recently I was a part of a
conversation in which a group of math teachers simply wanted a staff member from the central
office to come in and teach them directly how to differentiate learning in the classroom. While it
would be nice for teachers to receive one-on-one support it is not feasible. More than this I
believe that the teachers were missing a major piece of the professional development puzzle
other teachers! We are the professionals. We have experience. We know what works, what
does not. What inhibits us from strengthening ourselves and our approaches in the classroom?
Granted, resources and coaching are helpful, if not essential, but we certainly can empower each

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other. On top of this the climate of the school must be one of service for all students, not just the
ones who want to achieve. Systems such as PBIS provide the framework to establish that
positive climate in which expectations are set for staff and student alike.

Wednesday, June 25, 2014

Poverty Simulation
Today was a powerful day. The poverty simulation case my peers and myself into roles
of various individuals within a community. Our task was to orientate and manage our daily lives
in face of the various stressors that accompany those with a low socioeconomic status. It was
quite interesting to see the mood of the room change as the simulation played out. What began
as recreational and interesting soon became amped up in terms of legitimate stress and personal
survival. I saw many individuals with nothing but the best of intentions, those with good hearts,
but who were unwilling to assist their neighbors in terms of resources out of fear of what these
results might mean for someone else. I saw many hard workers, those trying to do best for the
ones they love. They worked day in and out, obtained resources, squeezed every penny and tried
to be as resourceful as possible, often sacrificing their own free time and some of their personal
belongings. However, parallel to this was the time spent with their family, or therefore lack of.
Many children and other family members felt lonely and neglected. There was certainly a sense
of tunnel vision in the room.
Perhaps one of the most interesting takeaways that I drew from this experience is in respects to
remembering what grounds us, what defines us, and holding true to what is important to us. For
instance, it said explicitly in my familys instructions that we are a faith-based and practicing
family. However, with the stresses of daily living we neglected to visit our faith center and did

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not worship together until the end of the month. Not until we were certain that we had
established a routine by which we could survive did we remind ourselves of who we are. At that
time we went to our faith center, thanked them and offered little of what we had, monetarily
speaking. We spent so much time focusing on ourselves that we became a bit numb to the plight
of others.

I wish that all educators were able to partake in this experience (and on a yearly basis). It
was powerful and relates the obligations and responsibilities of school staff and leaders in many
ways. Empathy is essential in any successful relationship. Too often people are blinded by their
own objectives and responsibilities that not enough though is given to the plight of others. As a
school leader I must make it my duty to help my teaching staff to recognize the culture that
defines our school. Who exactly are they teaching? What are the deepest concerns of their
students? On a daily basis what is it that our students truly need? Unless we can answer these
questions we will not reach those individuals in our classrooms. Relationship building cannot be
undersold. Establishing a rapport with others must be the first step in a collaborative endeavor.
However, I believe that it is vitally as important that we teach our students to set goals for
themselves, identify and allocate the necessary resources, and strive always for their best. Some
individuals may be heavily challenged in meeting the obligations of daily living, but that does
not mean that they are not capable of extraordinary feats. We must engage our students and
empower them to make the most of every given opportunity, but first we must get to know them.

Thursday, June 26, 2014

Day in the Office Principals Role Play

The Principals Role as Leader of Service

I found today to be a rather thrilling experience. From one scenario to the next I found
myself captivated by the story that the concerned individual brought to the table as well as the
reaction of the principal. I must say that I was quite impressed with how my peers responded to
the various scenarios, some of which were very unique and challenging. Throughout each
experience I often found myself reflecting back to how I have handled situations with my
colleagues, with students, and parents and just how much one scenario is differentiated from the
other. Watching my peers I learned to never make assumptions, rely on the facts, and do
whatever is within your means to help the other person to see that you truly do care. That being
said, many of my colleagues also recognized that safety is always a top priority, and while we
are not quite experts in dealing with these situations we at least have a better idea of what to look
out for. Perhaps the most rewarding portion of this experience was found in the discussion that
took place after each scenario. It was wonderful to have such experienced professionals shed
light on concerns that they have come across and that we will too, and how to best conduct
yourself and learn from one day to the next.

So much of what we had studied in relation to climate and culture found a direct relation
to what I experienced today. On top of this, I could point to the various layers of ISSL and the
works of Marzano, Waters, and McNulty that were present for each situation. One of the most
challenging standards in ISSL to support with tangible evidence but is crucial in all decision
making is standard #6, Ethical Leadership. My colleagues were often challenged to step outside
of their responsibilities as administrators but held true to the rights of others and expectations of
the job. As a future leader I must remain grounded in what defines both myself and my job in an
ethical manner. At that, if I dont know the answer to something I must realize that it is okay to

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admit this, however I must then task myself with finding a solution. The second biggest theme
that I saw coming through this experience was in relation to the relationship status that existed
between parties. Not all relationships were strong, or healthy, but in either case I must make sure
that I both know and make know my role and responsibilities in the relationship. What is it that I
should and will bring to the table? Individuals with concerns might often be looking for a
specific answer, but just as frequently they are simply looking for some assurance, recognition
that their plight is recognized and will not go untreated. However, throughout it all I must ensure
that I remain calm and ask questions, key into what it is the problem at heart is. What if I cannot
pinpoint the problem? Ask. Read between the lines. Do my homework ahead of time. Keep in
touch with the happenings of the school. Seven words from Susan Scott that resonate heavily in
my mind that will help me through the tough times are, Be here, prepared to be nowhere else.

Monday, June 30, 2014

Doctoral Research Forum: They, Those and Them: A Qualitative Study of the Lived
Experiences of the African American Girls in the Girls to Women Group Dr. Amber Boyd
School improvement leader, Lincoln HS, DSM.
Dr. Amber Boyds doctoral research on the Qualitative Study of the Lived Experiences
of the African American Girls in the Girls to Women Group was an eye opening experience
from which I have much to learn and gain. Dr. Boyd noted early in her presentation that,
Establishing those trusting relationships makes my job a lot easier. I know that when she
mentioned these words she was speaking in terms of coaching, school improvement plans, walkthroughs, and teacher evaluations, but this seemed to be a precursor for all else that she had to
share. As she shed light on the lived experiences of African American girls within a
predominately white high school she noted social barriers of race, class, gender, curriculum, and

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pedagogy and with each of these the prevalence and opportunity for discrimination, intentional
or otherwise. The resulting factor of said discrimination she mentioned: the increased risk of
failure. I loved that she empowered them to identify their definition success, but was shocked to
find that they found a typical black girl to be identified with many negative factors. Racism,
while not as widespread and obvious as times past, is still present in our society and this can be
seen by way of the divide in wealth and income, incarceration rates, and the entitlement rates of
special education students when relating African American individuals to their white peers. Dr.
Boyd also told of a lack of preparedness on the part of our teachers and a tendency for teachers
to have expectations what vary with race and gender. So much of this gets back to the idea of
relationships, climate, and culture. The themes that Dr. Boyd spoke of, a sense of belonging,
being singled out, being black, and family matters all connect to the relationships that we
create and foster with one another. Every student wants to be treated as an individual and not
defined by a specific trait. Students want others to get to know them, to set high expectations,
and to be held accountable, they just might not make this known outright.

Listening to the experiences of Dr. Amber Boyd was a wonderfully eye opening
experience. For my seven years in education I have been working in a building that is
predominately white, middle class families. This, more or less, is the makeup of my hometown,
Dubuque, IA. Couple this with my time spent studying at Winona State University and I cannot
say that I have a firm grasp of the wants and needs of minority students whom I teach and coach.
So, what does this mean for me as a future building leader? I need to create an environment that
treats everyone as an individual. There should not be a one size fits all mentality in terms of
empathy and understanding, for who are we to say that our expectations in terms of proper

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etiquette and practice is the most appropriate model. First and foremost my staff needs to
understand the breakdown of the school demographics in terms of race, ethnicity, gender, SES,
entitlement, and so on. Unless we know who we are teaching we cannot identify their wants,
their needs, and which structure of support works best. From there I must ensure that my staff
understands the cultural components that relate between students and the classroom. I need to do
my research, bring in experts, and share information about how we best create a climate that is
inviting for all students. The physical structure, the language we use, our common expectations,
how we deal with confrontation, all of this and more must be identified and addressed. I like
when Dr. Boyd mentioned that we need to ignite conversations regarding the needs of students
of color. However, this stretches beyond color. What is the story and what are the wants and
needs of all of our students? Ignorance is not an acceptable excuse for not meeting the needs of
our students. How do we reach them? Lets start by asking questions and seeking answers.

Tuesday, July 1, 2014

Spouse Panel and Doctoral Research Forum Dr. Steve Gray
When I returned from my week at UNI and spoke with my girlfriend regarding the
happenings of the week one of the first things she asked, with a smile, was, So, what did the
spouses have to say? Hearing each of the principals spouses speak of their experiences of
dealing with a principalship was very interesting. I always knew that the experience of the
principal was somewhat of a lonely existence, but to hear the same of the principals spouse was
rather sad. There were common themes that crept up during the panel: issues of time, balance
between work and family, scheduling conflicts, and the perception of others. Each principal,
however, noted that while their families might not always get a fair share of their time they feel

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as though they are cared for as a priority. As a teacher, I can take my work home with me, but
the principals mentioned that they cannot take supervisory activities home and often times their
family joins in the experience. In terms of balancing kids, meals, and so on there are often a lot
of assumptions being made regarding who picks up who from where at what time and so on.
However, communication is essential. In terms of communication, each principal also
mentioned that their spouse offered a great deal in helping them to deal with their jobs. From
lending an ear to a griping principal to offering clarification and advice, their spouses help to
keep the big picture in mind. However, what saddened me a bit was to hear that the principals
spouse too feels as though they are seen in label form, namely as the principals wife, for
instance. Having your own identify is important, and often a spouse is not provided with this
option. At that, perception is reality. The principal and his or her family can be seen from
virtually every angle at any time so from what one wears to where they live and what they drive,
a conscious effort to keep a good face with the name becomes vital. With all of this comes a
great deal of stress, and listening to Dr. Steve Gray I was able to put the stress into two main
areas: unavoidable stress, and invited stress. Dr. Gray, in his research, found that administrative
roles will change your life. He told of the demands of a job that are increasing at exponential
rates, and the crossover of such stresses can bear a great impact. What a principal brings home
in terms of stress can begin to manifest itself within his or her family. A commonality with all
principals and the stress in their lives is a dire need to confront and deal with their stress. Dr.
Gray looked at both an internal and an external locus of control in terms of mind, body and soul
and cautioned that one must focus on what matters AND what you can control.

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The idea of focusing on what matters can become a gray area in times of stress. What I
think might pose as a dire situation might have clouded my thought in terms of what are more
pressing concerns. We have discussed in class the idea of being aware of the needs of others, to
listen and be aware, to keep our finger on the pulse. If I inundate myself with what I consistently
consider to be the most important factor I can easily lose sight of the bigger picture. In this
regard it become essential to have a support system in place so that I am doing what is right for
not just myself. The principals on the panel all mentioned that the circle of persons to which you
can go with concerns shrinks significantly once you enter the office. However, I must find those
persons who will assist me as a confidant and someone who will be upfront and honest with me.
What matters is relative to every person and every situation, however, as my class discussed
heavily throughout our past year together, what might not matter to me might be the gravest
concern of another. Others can help me see this and in turn help me avoid unnecessary stressors.
Focus on what matters, surely, but again, I must focus also on what I can control. I must
recognize that as much as I wish to be a servant leader I cannot do it all. I must be willing to
make decisions when appropriate, delegate when the opportunity arises, and seek the counsel and
resource of others when the time comes. I want to be the go to person, I want to help save the
day, I want to be the person that others can depend on, yet if I wish to lead to the best of my
ability I must recognize that wanting to solve all of the problems is not the same as truly finding
a solution.

Wednesday, July 2, 2014

Stress Management 101 and Leader of Service Gallery Walk

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My mind has been racing for the last three weeks. In all fairness to that statement, I must
expand a bit, for my mind has been racing for the last seven years. Either this is the result of a
career in education, or it is engrained deep within my DNA. Probably both. Stress Management
101 was a wonderful take on how to deal with the daily stressors that accompany our lives,
however I might require a degree in this field to deal with some of the stresses that I bring upon
myself without need. During the relaxation technique my mind was jumping from one thought
to the next and multiple times I yelled to myself, Stop! Let it go, just be. This can be hard for
me. When Dr. Tom Davis posed the question, How do I invite stress? I thought to myself, In
every way that Im capable of. I love to run. It is my passion and it is my escape. However, a
bad run brings with it a restless night of sleep and I replay my own insecurities its like a video
or a song on repeat. I cannot say that I identify completely as a Type A personality, but in terms
of time urgency and multi-tasking, I always have a deadline (really, multiple) set for myself that
distracts from the present moment, and prioritization is not always my strong suit. Dr. Davis
spoke of the weight of stress versus ones support system and coping skills, and this gives me the
vision required to manage daily living. In terms of a support system, I am blessed. My family,
my friends, my colleagues, and my wonderful girlfriend I can turn to so many persons at any
given moment for aid and they would come running. The problem? I want to take care of it
myself, and worst of all, I dont want to admit that I am stresses by the catalyst. I put on a good
face, I continue to meet the needs of others, I meet my deadlines and turn out quality work, but
not often enough to I make a point of taking care of myself. I like Dr. Daviss suggestions that I
need to space out life changing events, choose my attitude, and relax my mind and body.

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I realize that I am stressed easily, which is good, but now I need to learn to better deal
with the stress. As an administrator I need to look at what needs my attention and what I can
control. I will have resources, and I must employ them. Being a leader of service does not mean
that I need to do it all, all of the time, but rather that I see that the needs of others are being met.
There is a variety of means by which this can happen. During our Leader of Service Galley
Walk I noticed several individuals that highlighted the concept of a tool kit that is required to do
the job effectively and efficiently. If we serve others we must have the correct tools, we must
know how to use them, and if we dont have the tool or know how to apply it, we can at least use
the resource that is our support system to see that we are meeting the needs of others. Teachers
are professionals that can support one another I need to make a point of empowering others. I
was once told that you cannot truly care for others until you care for yourself first. One tool that
I must ensure is within my tool kit is a means of separating myself from the mental burden of the
education system. Both the personal wellness plan and professional growth plan have helped me
to see what it is that are my priorities and how to best prevent and deal with stress. Perhaps I am
prone to stress, but I have a plan for myself, and if I truly want to lead and serve others, and do it
well, I need to ensure that I am in a place mentally that allows me to, in the words of Susan Scott
(2002) be here, prepared to be nowhere else (p.91).

Themes and Implications of Service

From one day to the next during seminar I found common themes that made their way to
the surface of the presentation or conversation at hand. Of these commonalities, I found three
themes most closely related to me: (1) listen, listen, listen, (2) servitude is not doing it all, it is

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supporting and empowering others, and (3) caring for oneself in order to be able to truly care for
others. Even within these three themes there is a sense of interconnectedness, but as they stand
alone they are wonderfully powerful and apply every day. I think back to my first days in the
UNI principalship program as we discussed the role of the principal in terms of a leader of
learning, a leader of change, and a leader of service and not until recently did I have a solid
notion of what exactly it means to be a leader of service. Without service, learning and change
will be awfully hard to come by.

Theme 1 Listen, Listen, Listen

So much of what is said between two individuals is hidden by emotion, posture, tone,
implications, inferences, past experience, and even the environment. As a math teacher I am
always overcome by the idea of identifying the variables that define a given scenario, and as a
school leader I must do what I can to identify these variables. From day to day I see more
clearly that less can be more. Less talking, less assuming. On the last day of seminar Dr. Jones
and I had a conversation about the mastery of both Stanley Kubric and Martin Scorsese as
directors and the power they bestow upon their audience with the use of silence. A principal
might have the right answer, but there is a fault in always assuming that you have identified the
gravest concern of others. As I studied Change Facilitation with Dr. Charles McNulty I found
myself routinely going back to the words of Hall and Hord in terms of another persons stage of
concern (SoC). Hall and Hord (2011) clarify this as they note at any given time teachers may
have concerns at several levels but that they tend to concentrate in one particular area (p.70). It
then becomes my job as a school leader to identify that one particular area. Much of what Hall
and Hord had to share was in relation to the role of the principal as a change agent as he or she

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addressed the doings of others, but I do believe that SoC applies to servitude when Hall and
Hord speak of evolving feelings and perceptions (p.68). As Greenleaf (1977) stated:
The best test of whether we are communicating at this depth is to ask ourselves first: Are
we really listening? Are we listening to the one we want to communicate to? Is our basic
attitude, as we approach the confrontation, one of wanting to understand? (p.8).
It is obvious that we must listen to others, for in order for learning and change to take
place communication is essential. Even still, in listening so much more can take place. The
meta-analysis of Marzano, Waters, and McNulty (2005) identify several responsibilities of the
principal that correlate with student academic achievement, many of which have a direct
connection to the importance of listening: affirmation, ideas/beliefs, input, outreach, and
relationships (p.42-23). If then I have truly listened and if I have identified the concerns, wants,
and needs of others, what is the next step?

Theme 2 Servitude Is Not Doing It All, It Is Supporting and Empowering Others

In regards to the difference between individuals who are leader-first and servant-first
Greenleaf (1977) identifies that the difference manifests itself in the care taken by the servantfirst to make sure that other peoples highest priority needs are being served. The best test, and
difficult to administer, is: Do those served grow as persons? (p.6). To empower others is to
provide them with the skills, resources, and confidence to make their own way. Whether
student, parent, or teacher, we all have a desire to be independent, to have the capacity to resolve
a situation on our own. However, independence is not always easy to attain. As a school leader
I need to recognize that I will not always be able to resolve every concern and conflict. As I
replay the experience that was our Day in the Office I recognize time and again that not only

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do I not have all of the answers, but I probably never will. Yet, here is where the difference sets
it. Will I choose to be a leader who simply reacts and responds, or will I be a leader who helps to
bring resolution to the concern at hand?
This reminds me of conversations that I have had with Dr. Etscheidt in terms of special
education law and the role of the IEP. Too many individuals see an IEP simply as a means of
accommodation and support, neglecting to realize that the IEP also aims to resolve the problems
and concerns identified as growth areas within. Marzano et al. (2005) speaking in terms of
resources note a principal who provides teachers with materials and professional development
necessary for the successful execution of their jobs (p.43). This idea of resource limits itself to
the allocation of tools and skills to do a teachers job, but I find more power in the later part of
the definition, necessary for the successful execution of their jobs. Even students and parents
have a job to do, one that we cannot do for them. I then ask, how can we as school leaders
provide our community with the resources and know how to better themselves and grow? Time
spent in the poverty simulation and in listening to the presentation of Dr. Amber Boyd I found
several individuals who were placed in a challenging and often discriminating situations. Yet,
what I also found were individuals that wanted to succeed, that wanted to be seen and treated as
unique individuals, not as a label, but also individuals who needed some support to get there.
School Administrators of Iowa [SAI] (2007) maintain that a principal is one that demonstrates
values, beliefs, and attitudes that will inspire others to higher levels of performance (ISSL 5b).
In my opinion, what this all boils down to is relationships. Greenleaf (1977) shares an
institution starts on a course toward people-building with leadership that has a firmly established
context of people first. With that, the right actions fall naturally into place (p.22). As stated
earlier principals will serve roles as a leader of learning, change, and service, and what Greenleaf

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states is that by serving others, by way of establishing a relationship and a community we then
place ourselves in a position where learning and change can take place.

Theme 3 Caring For Oneself In Order To Be Able To Truly Care For Others
A former colleague and dear friend of mine shared this theme with me upon my arrival to
the world of education and at the same time, her retirement. Thinking in terms of a leader of
service her words carry more weight than ever. SAI (2007) notes the importance of developing
and articulating a desired climate and culture (ISSL 2a and 2k), and the need to promote
involvement and develop a culture with families and the community as well as facilitate
connections to resources (ISSL 4b, 4c, and 4d). SAI also speaks of the principal in terms of
fostering caring and professional relationships with staff members (ISSL 5c) in addition to
advocating for the welfare of the school community (ISSL 6b). Each of these components
reinforce what it means to be a servant leader, but to be able to balance these components
effectively carries with it the counterweight of caring also for oneself. Dr. Davis, Dr. Gray, and
the administrator and spouse panel each spoke of the trials that accompany the stress that aligns
with the responsibilities of school leadership. Each individual had their own experiences and
insights, but each also emphasized that in order to do ones job effectively and keep the rest of
your life in order you need to be able to address and balance the stress that comes with the job. I
am glad that I have pieced together a personal wellness plan for I realize that minor changes in
my daily routines can have a lasting impact. I know that I will always give every endeavor my
best effort. I am blessed to know that I have a support system of people who will be at my side
in a moments notice. However, I also know that unless I make a point of separating myself
from my work and finding solace, my best efforts at work will envelop me and my personal

The Principals Role as Leader of Service

20

relationships. In this case the one thing that matters most to me, family and friends, will go by
the wayside. With this in mind I must make a point of see my personal wellness plan come to
fruition.
I was raised in a manner that saw the needs of others being met prior to my own desires.
Servitude has been a theme my entire life through. However, the theme of service takes on a
whole new role in terms of the principalship. The number of layers and the complexities that
surround school leadership are beyond count. Yet, if I am able to create a climate that
emphasizes leading by serving others, as opposed to serving others by leading I know that I will
be able to rest my head to my pillow each night knowing that collectively my school is doing the
right thing.

The Principals Role as Leader of Service

21
References

Greenleaf, R. K. (1977). Servant leadership: a journey into the nature of legitimate power and
greatness. New York, NY.: Paulist Press.

Hall, G. E., & Hord, S. M. (2011). Implementing change: Patterns, principles, and potholes (3rd
ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From
research to results. Alexandria, VA: Association for Supervision and Curriculum
Development.

School Administrators of Iowa, (2007). Iowa standards for school leaders. Retrieved from
website: http://www.sai-iowa.org/iowa-standards.cfm

Scott, S. (2002). Fierce conversations: Achieving success at work and in life one conversation at
a time. New York, NY: The Berkley Publishing Company.