WEBVTT

00:00:10.076 --> 00:00:12.296
I'm Joe Johnson.

00:00:12.716 --> 00:00:15.366
I am the Executive Director of the National Center

00:00:15.366 --> 00:00:19.176
for Urban School Transformation at San Diego State University.

00:00:19.576 --> 00:00:25.466
The role of principals is essential in helping schools improve instruction.

00:00:26.706 --> 00:00:30.606
First of all, principals have to be present.

00:00:31.766 --> 00:00:38.036
If it's important enough to have professional development around an issue,

00:00:38.926 --> 00:00:45.916
then it's important enough for the principal to actually be in classrooms to see

00:00:46.676 --> 00:00:51.456
if people are addressing that issue, if people are improving,

00:00:51.456 --> 00:00:56.396
and providing feedback to support that.

00:00:58.146 --> 00:01:06.896
Rod Paige, the former Superintendent in Houston and former Secretary of Education,

00:01:06.896 --> 00:01:11.166
when he was in Houston, he used to tell his principals,

00:01:11.746 --> 00:01:15.796
"It's not so much what you expect, it's what you inspect."

00:01:16.666 --> 00:01:26.976
And so when teachers know this is what our leader is expecting us to do,

00:01:27.286 --> 00:01:31.096
this is what our leader is actually going to be looking for,

00:01:31.096 --> 00:01:38.746
and he is going to-or she is going to-be in my classroom to see then it increases the likelihood

00:01:38.746 --> 00:01:41.136
that there is attention to those issues.

00:01:41.926 --> 00:01:48.666
And then when there is that attention, there can then be dialogue about what needs to happen,

00:01:48.666 --> 00:01:53.816
what support needs to happen to help teachers make movement in those directions.

00:01:54.366 --> 00:02:00.326
People don't engage when they don't trust.

00:02:01.446 --> 00:02:12.936
So, if I am a teacher and at my school we are asked to engage

00:02:13.036 --> 00:02:26.926
in this new instructional practice, if I perceive that this is not something that's being done

00:02:26.926 --> 00:02:37.036
with me, it's being done to me, if I perceive that maybe the agenda-the hidden agenda-is

00:02:37.636 --> 00:02:44.316
to have me fail and to move me out of the picture,

00:02:45.276 --> 00:02:53.326
then I might get very creative to either figure out how to make it look

00:02:53.856 --> 00:02:59.226
like I am doing what is wanted, or I might get very creative

00:02:59.486 --> 00:03:03.436
to figure out ways to sabotage the effort.

00:03:04.236 --> 00:03:16.576
In any case, I am not so likely to really engage full-heartedly in a way that's going

00:03:16.616 --> 00:03:20.726
to make this a success for myself and for my students,

00:03:21.486 --> 00:03:26.366
and so leaders have to understand how important it is

00:03:27.136 --> 00:03:31.686
to create an environment in which people trust.

00:03:32.386 --> 00:03:40.836
That, in fact, the leader wants everybody to succeed,

00:03:41.646 --> 00:03:48.446
and is looking for ways to provide that support that will help ensure everyone's success.