I was returning from my successful search to find a student who had gone “wandering” on his way to the bathroom, hurrying back to my office to make a quick parent call and grab my coat before afternoon bus duty, when one of my middle schoolers passed me in the hallway and in return to my “hello” asked me: “Is it hard to be the principal?”
“No,” I answered. Huh? I thought. “It’s fun,” I told her, and she nodded and continued down the hall.
That exchange has stuck with me for a few days. I wish I’d have stopped to ask why she’d asked. Had I looked stressed out? It had been the afternoon of the Friday before spring break, so… Had she been holding on to the question for a while, or was it a spur of the moment kind of thing? I know that what I do is a bit of a mystery for some kids. Heck, I couldn’t have told you what my principal did when I was a student.
As I got back to the main office, I thought about my answer, unrehearsed and unfiltered, and felt good. Even if it isn’t quite true.
It is fun to be a principal. I love my work with and for the kids. I love supporting and celebrating teachers, and the opportunities I have to make a difference in the lives of those around me. I love the energy of a school, the feel of a classroom when learning is in full swing, and even the jostling of a busy hallway. At ACMA, I love that we start each day with music, have a lunchtime where students eat in the halls, play basketball at our single hoop outside, and are quick to burst into applause as they sit in groups laughing and talking with each other.
It is hard.
Principaling, to make it a verb, isn’t easy and shouldn’t be.
Poet Billy Collins captured the truth of it when, speaking of poetry, which is more like principaling than some might suspect, said: “There are interesting forms of difficulty, and there are unprofitable forms of difficulty.” Being a principal is certainly interesting.
The hard conversations, the problems to be solved, the opportunities to be meaningful, these aren’t easy or simple or fun. The nights out add up, and while I enjoy everything I get to attend (seriously, when I’m there I dig talking with kids and parents and seeing my students act, sing, dance, and show their true passions), more often than not those nights are nights I’m away from my wife and kids.
Being a principal means more time away, more stress, and more independence. It means the ability to help to chart the course you and your school will travel, and the time, stress, and responsibility are simply the cost of that journey.
To steal part of that line from Collins, being a principal is difficult in a way that is not unprofitable. It is a difficult that is worth it.
And like poetry, being a principal takes balance. Wearing a tie (or not, as the school demands) doesn’t require strict adherence to some artificial structure, but invites creativity; there are times to write a sonnet and times to live in free verse. Knowing when to do each, as a poet or a principal, matters much.
Years ago that necktie was a requirement for a principal, usually accompanied by a jacket and frown. The trappings of the office helped reinforce roles and responsibilities. Who could you lean on? The guy in the tie. Today that artificiality isn’t the case.
Knowing students, staff, and parents matters today in an indispensable way. We’re past road maps in this wildwood of education and need to lean on compasses. It’s in the care we show our schools, the respect we give those around us, and the relationships we grow that we can make a difference, particularly when the road ahead has so many corkscrew turns.
To return to Collins, whose thoughts on poetry might be stretched to cover the principal’s office:
The basis of trust for a reader used to be meter and end-rhyme. Now it’s tone that establishes the poet’s authority. The first few lines keep giving birth to more and more lines. Like most poets, I don’t know where I’m going. The pen is an instrument of discovery rather than just a recording implement. If you write a letter of resignation or something with an agenda, you’re simply using a pen to record what you have thought out. In a poem, the pen is more like a flashlight, a Geiger counter, or one of those metal detectors that people walk around beaches with. You’re trying to discover something that you don’t know exists, maybe something of value.”
I love that notion of discovery as it applies to my job as much as a poet’s and I work hard believing that I might, through my actions, my attempts, and tone help to create line by line “something of value.”
So I lie when I’m asked if it’s hard to be a principal, and I work hard to make a difference, and that’s the truth.