By MANDY WHITE
OK students it's a pop quiz.
You know, that guy you see walking up and down the halls in a suit? Yeah,
that's the one, your principal. Do you have any idea what he does all day?
Choose only one correct response: Does he a) look important while polishing
his nameplate b) wait around for the vice principal to finish up so they
can go raid the cafeteria c) stay in constant contact with you, your friends,
parents, teachers, janitors, etc. while keeping an eye on security, planning
next year's classes and deciding whether little Annette's cat "Fluffy"
can be brought to school to illustrate a book report d) all of the above
If you're not sure of the answer, check out some area principals' explanation.
None of the principals interviewed had intended to well, be principals.
Most started out as teachers or even guidance counselors. Another common
tie was that making a difference in kids' lives was the reason why teaching,
and in turn being a principal, appealed to them.
"As a principal, I feel that if I have some ideas that can help kids,
I can accomplish that," said Harbor High School principal Paul Yocum.
"If you have a good staff, for the most part, you can accomplish what
you want."Dr. Tom Diringer, Edgewood Senior High School's principal,
explained that he got into teaching because he wanted to coach.
"Eventually I realized that I had much more impact as a teacher than
as a coach. I think the logical progression of that was to become an administrator.
And I found it to be true that (I had more impact on kids) as an administrator,
but in a very indirect way."
In what `indirect' way do principals impact students? Summed up in one word,
environment. Different principal, different ambiance.
Joseph Petros, Ashtabula High principal, is retiring this year. He says
throughout his years as a principal, he's tried to project a very serious
message to his students.
"Responsibility. For the things we do, for the things we say, for academics.
Respect. We are a family, and as such we try to respect each other."
Albina Larson, Ss. John and Paul's school administrator, said she hopes
the attitude she personally has will affect her students and staff.
"I want my building to be upbeat, very positive and open. And I want
my students to commit to things and stick to them, or not commit at all."
Of course the principal is responsible for more than environment. As Larson
commented, "a principal is the most intricate part of a building."
Much of the day is spent just keeping the school functioning. Hiring staff,
planning who goes in what classroom, figuring out how to replace six teachers
with three subs is all part of their day, as are meetings with staff and
other instructors in the county.
While most schools also have a vice principal to take care of attendance
and everyday discipline problems, principals are responsible for an array
of different duties, including the master schedule.
The master schedule is the plan for what classes every student in the building
is going to be taking next year, what classes what teacher will teach and
what classes will be taught. Most plans start to be developed this time
of year and are usually finished by the end of June. These plans call for
a tremendous amount of work and decision making, which is nothing new to
a principal, said Petros.
"An overwhelming amount of time is spent making decisions. "I'm
upstairs, in rooms, on phones constantly."
Larson agreed. "It's a tremendous amount of responsibility (being a
principal.) THere is a vision for each school, and you are the person that
has to keep your school on the path to that vision. If things are going
well, everyone expects that. But if there are problems, everyone looks to
you to fix it."
Another chunk of the day goes to countless discussions with students, staff
and parents. Many of the situations principals are expected to make a decision
on are highly emotional, adding difficulty. "When people want to talk
to the principal, they want to talk to him now," said Petros.
Most principals agreed that dealing well with people was a very challenging
aspect of their job - keeping staff happy, students' needs met and parents'
concerns addressed equals one big balancing act.
James Hughes, Pierpont Elementary's principal, said that his philosophy
when dealing with people who enter his office is a simple one.
"I've always enjoyed people of all ages. And I've always looked at
the people in my building as my school family. I want my staff and students
to feel comfortable as they would in a family."
Yocum said that he works to find a balance when solving problems, especially
with students.
"You really want to be as consistent as possible, but at the same time
you want to help people with tough problems. It's a little difficult."
It's interesting to note that there aren't a whole lot of people clamoring
to be a principal.
"People appreciate the responsibilities of the position," said
Petros. "And they ask `My God, how can you do this every day?'"
Most principals interviewed freely used the word "stress" when
describing their duties. "Most of the stress comes from people,"
pointed out Hughes. "People skills help."
Another reason might lie in the fact that being a principal is no eight-hour
job. Many high school principals are at work at 7, still at work as students
leave for home and back to see their students at the football game that
evening. Don't even begin to count the time spent talking to parents who
call them at home.
But at least they get the summer off. Well, no, actually they have to work
all summer on scheduling. But probably the worshipful look on students'
face is enough of a reward.
"Education is definitely not an instant reward," sighed Yocum.
"Students don't always appreciate what you do."
But then admit it: you thought your principal just polished his nameplate.
White, who lives in metropolitan Kelloggsville, is content right now to
polish off her Big Bird dinner plate.