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| Why The Principalship Was Created |
Do you have a vision that you can create a
successful educational environment in your
school? This vision can become a reality if you
fashion a school culture where there is
increased communication among teachers and
school administrators. Healthy school cultures
correlate strongly with improved student
achievement and enthusiasm. Strong cultures
create motivated teachers and generate
routines, ceremonies, rituals and traditions.
The most effective change in school culture
happens when a principal models the values and
beliefs important to the school. If the principal
models and demonstrates concern for others,
the school culture will develop with similar values.
A healthy school culture has a strong effect on
staff development. Teachers want to spend time
to improve instruction, be present at workshops,
and address the educational and personal needs
of the individual child by scaling down the often
daunting barriers of a larger institution.
A healthy school culture includes a staff that
sees themselves as learners. Teachers and
administrators will want to improve their own
skills and knowledge for the good of the children.
In this environment, learning will thrive and
student misbehavior and faculty complaints will
decrease. School spirit will soar and goals will
be achieved.
This Web Site (ThePrincipalship.com) is
about creating this school culture. As you read
through the faculty bulletins, as you explore the
ideas presented here, as you study the
suggestions made in the bulletins, think of how
they may be woven into the fabric of your school.
Most of the letters, memos and bulletins
presented on this Web Site were used by the
Principal Robert Schreier at Middle School
118 in the Bronx.
successful educational environment in your
school? This vision can become a reality if you
fashion a school culture where there is
increased communication among teachers and
school administrators. Healthy school cultures
correlate strongly with improved student
achievement and enthusiasm. Strong cultures
create motivated teachers and generate
routines, ceremonies, rituals and traditions.
The most effective change in school culture
happens when a principal models the values and
beliefs important to the school. If the principal
models and demonstrates concern for others,
the school culture will develop with similar values.
A healthy school culture has a strong effect on
staff development. Teachers want to spend time
to improve instruction, be present at workshops,
and address the educational and personal needs
of the individual child by scaling down the often
daunting barriers of a larger institution.
A healthy school culture includes a staff that
sees themselves as learners. Teachers and
administrators will want to improve their own
skills and knowledge for the good of the children.
In this environment, learning will thrive and
student misbehavior and faculty complaints will
decrease. School spirit will soar and goals will
be achieved.
This Web Site (ThePrincipalship.com) is
about creating this school culture. As you read
through the faculty bulletins, as you explore the
ideas presented here, as you study the
suggestions made in the bulletins, think of how
they may be woven into the fabric of your school.
Most of the letters, memos and bulletins
presented on this Web Site were used by the
Principal Robert Schreier at Middle School
118 in the Bronx.
Under the leadership of Robert Schreier,
Middle School 118 moved from a middle
placement within the City of New York to one of
the top achieving schools in the city.
Chancellor Rudolph Crew placed Middle School
118 on his Honor Roll where it remained for five
years. The school's reading scores were the
highest in the district. The school won
numerous accolades and honors, including
being chosen for a Cool School Award for
academic excellence by Donna Hanover.
Randy Weingarten, UFT President called the
school a model learning environment for the
children of New York City. Model school
recognition came from Clara Hemphill when
Middle School 118 was highlighted in her book,
NYC's Best Public Middle Schools. The school
also fielded a National Championship Chess
Team, a First Place Debate Team, and had
students who won an amazing number of high
school scholarships and admissions to
specialized competitive high schools.
William W. Niles Middle School still ranks in the
top 20% of all middle schools in the City of New
York, and has been in the forefront of
educational reform and innovation. The school’s
programs, clusters and mini-schools within the
school are designed to meet the unique needs of
a variety of learners, while at the same time
creating a small, nurturing environment to foster
both intellectual and emotional growth.
One can easily see that Middle School 118 is
about the deeper things that make a successful
school. Curriculum is integrated and tied to the
real world, the climate is respectful and
disciplined, and instruction is vigorous and
supportive. All these elements work together to
create a school setting that provides positive
outcomes and success for all children.
Middle School 118 moved from a middle
placement within the City of New York to one of
the top achieving schools in the city.
Chancellor Rudolph Crew placed Middle School
118 on his Honor Roll where it remained for five
years. The school's reading scores were the
highest in the district. The school won
numerous accolades and honors, including
being chosen for a Cool School Award for
academic excellence by Donna Hanover.
Randy Weingarten, UFT President called the
school a model learning environment for the
children of New York City. Model school
recognition came from Clara Hemphill when
Middle School 118 was highlighted in her book,
NYC's Best Public Middle Schools. The school
also fielded a National Championship Chess
Team, a First Place Debate Team, and had
students who won an amazing number of high
school scholarships and admissions to
specialized competitive high schools.
William W. Niles Middle School still ranks in the
top 20% of all middle schools in the City of New
York, and has been in the forefront of
educational reform and innovation. The school’s
programs, clusters and mini-schools within the
school are designed to meet the unique needs of
a variety of learners, while at the same time
creating a small, nurturing environment to foster
both intellectual and emotional growth.
One can easily see that Middle School 118 is
about the deeper things that make a successful
school. Curriculum is integrated and tied to the
real world, the climate is respectful and
disciplined, and instruction is vigorous and
supportive. All these elements work together to
create a school setting that provides positive
outcomes and success for all children.
The purpose of this Web Site is to explain how
to manage a school so that a significant amount
of your time as principal can be spent in
classrooms.
As a leader you must show or model the job
that you expect of your teachers. You must set
the course of action so that the faculty can see
exactly what you expect.
You must also continually ask teachers for their
input as to what they believe may be a better
way. Always remember that a boss relies on
authority while a true leader leads, and relies on
cooperation.
As you read through the faculty letters, memos,
and bulletins, study how the ideas are
presented, and how you may implement them in
your school.
These faculty letters, memos, and bulletins are
specifically designed to help you as a principal
communicate more effectively to your teachers.
They include curriculum, staff development,
discipline, building administration, lesson plans,
classroom appearance, evaluations, referral of
students, and the foundations of school
structure.
You will be amazed at your effectiveness as a
communicator and leader when you use the
models presented here. You can use this Web
Site as a source of ideas and phrases that can
save you time and help you make your daily life
more manageable and refine your professional
image.
By providing the staff with faculty bulletins twice
a week, and a policy of walking the halls and
visiting classrooms for three hours every day
you will define to your staff a set of values,
beliefs, and traditions that will create a
well-organized learning environment.
to manage a school so that a significant amount
of your time as principal can be spent in
classrooms.
As a leader you must show or model the job
that you expect of your teachers. You must set
the course of action so that the faculty can see
exactly what you expect.
You must also continually ask teachers for their
input as to what they believe may be a better
way. Always remember that a boss relies on
authority while a true leader leads, and relies on
cooperation.
As you read through the faculty letters, memos,
and bulletins, study how the ideas are
presented, and how you may implement them in
your school.
These faculty letters, memos, and bulletins are
specifically designed to help you as a principal
communicate more effectively to your teachers.
They include curriculum, staff development,
discipline, building administration, lesson plans,
classroom appearance, evaluations, referral of
students, and the foundations of school
structure.
You will be amazed at your effectiveness as a
communicator and leader when you use the
models presented here. You can use this Web
Site as a source of ideas and phrases that can
save you time and help you make your daily life
more manageable and refine your professional
image.
By providing the staff with faculty bulletins twice
a week, and a policy of walking the halls and
visiting classrooms for three hours every day
you will define to your staff a set of values,
beliefs, and traditions that will create a
well-organized learning environment.
Robert Schreier Principal Principalship
theprincipalship
theprincipalship