The Principal Changes Some Valued Rules THE CASE Oliver Wendell Holmes Elementary School is the third oldest facility in this western major city. It is located in a neighborhood that has deteriorated substantially in the past three decades. The drab brick exterior and rectangular shape are constant reminders of the unimaginative nature of school facility design in the 1940 s. The cracked sidewalks are soiled with endless works of graffiti, written in English and Spanish and displaying every color of the rainbow. The playground is covered with weeds and litter, and the broken swings and teetertotters attest to the fact that school officials no longer attempt to keep the area functional. John Lattimore has been principal of Holmes Elementary School for the past three years. He is a veteran administrator, having served at three other elementary schools in the district prior to this assignment. In total, he has been an educator for 31 years, 22 of them as a principal. When the principalship at Holmes became vacant, John was the only sitting principal in the district who sought the post. Most of his colleagues were completely puzzled by this decision. He was assigned to a school in one of the city s best neighborhoods, and more importantly, the parents, students, and teachers there strongly supported him. Why then would he want to give this up to become principal in one of the city s worst schools? John s motivation was formally questioned by central office administrators who had the responsibility of selecting a new principal for Holmes. In his interview with the superintendent and assistant superintendent for elementary education, John provided a brief and direct answer. I m ready for a new challenge. I think Holmes will benefit from my leadership, and I will benefit from the change in scenery. Given that experienced administrators were not standing in line for the job at Holmes Elementary, Dr. William Gray, the superintendent, was only too happy to oblige Mr. Lattimore. The three years at Holmes Elementary School seemed to pass very quickly for John. The first year was essentially an adjustment period. He tried to meet most of the parents, learn every child s name, and develop a positive working relationship with the faculty. The second year was marked by substantial changes in rules and regulations. In particular, John tried: (1) to revamp the school s discipline program, one that had relied heavily on corporal punishment and suspensions, and (2) to alter the practice of retaining a significant number of students, especially in first grade. The third year is best described as a quagmire of conflict. A significant number of teachers and parents voiced strong objections to what they perceived as the principal s liberal approaches to managing student conduct and establishing academic standards. Dissatisfaction with Mr. Lattimore s leadership style and decisions became pervasive. A group of parents signed a petition demanding that he be transferred to another school. Slightly over one-half of the faculty agreed with this suggestion, and they signed a letter of no confidence that was forwarded to the assistant superintendent for elementary education, Dr. Janelle Danton. They also sent a copy of the letter to the superintendent. Clearly, those who opposed the principal cited his beliefs regarding discipline and grade retention as a major concern. But they also voiced discontent with his style of administration. John s strategy for bringing about change included (1) announcing his intentions to the staff in
formal meetings and (2) inviting teachers to voice their support or opposition-but only if they did so individually and face-to-face in meetings with him. In their letter of no confidence, the teachers expressed dissatisfaction with both the principal s ideas and his methods: Dear Dr. Danton: Undoubtedly you receive many complaints from teachers who disagree with their principals. Please do not consider this letter to be one of those routine grievances. Over the past two and one-half years, the teachers at Oliver Wendell Holmes Elementary School have observed the leadership capabilities of Mr. John Lattimore. While he is a friendly, industrious, and intelligent person, his approach to dealing with children at this school simply is ineffective. Most of the children who attend Holmes come from one-parent families living below the poverty level. Many receive little or no direction with regard to their personal behavior outside of school. Even the parents and guardians of the students recognize that the school must be a major force in providing discipline for the children. Since arriving at our school, Mr. Lattimore has gradually changed all of the established regulation related to discipline. He has made it impossible to administer corporal punishment or to utilize suspensions. He encouraged social promotions. While we do not dispute his judgment that these children lack love and understanding, we reject his belief that the school can be the parent, the psychologist, the social worker, and the friend that each troubled child needs. Allowing disruptive children to remain in school deprives other children of their opportunities to learn. We learn about changes after the principal has already made a decision. We are never asked to join him in studying needed changes or to democratically participate in making decisions. We are not permitted to voice concerns as a group-only as individuals. It is with heavy hearts that we must notify you that we have no confidence in Mr. John Lattimore to be principal of Oliver Wendell Holmes Elementary School. Perhaps his talents can be utilized more productively in another assignment. He is a good person who means well. He cannot, however, effectively lead this school. We ask that he be removed as principal as soon as possible. Respectfully, (signed by 18 of the 26 teachers) Cc: Dr. Gray, Superintendent Ms. Hutchins, President of the Local Teachers Union Although John knew there was some dissatisfaction with his leadership style, he had underestimated the intensity and extent of the discontent. His eyes were opened, however, when Dr. Danton sent him a copy of the letter. The district has 87 elementary schools, most in inner-city neighborhoods. Complaints about principals are not uncommon; but a letter of no confidence signed by most of the teachers at a school was indeed rare. Attached to the copy of the letter was a note from Dr. Danton: John,
See me at 8:00 AM tomorrow morning at my office. It is urgent we discuss this immediately. The union has already called Dr. Gray demanding action on this matter. J.D. John Lattimore opened the discussion with his supervisor by stating that he was surprised and hurt by the letter of no confidence. He also told Dr. Danton that he was angry. He felt that the teachers had been most discourteous in not coming to him first. You mean you had no idea there was this level of concern among your staff members? Dr. Danton asked. Well, John responded, several teachers voiced displeasure with my changing some rules and regulations related to discipline. You know how that goes, Janelle, you were a principal. Teachers don t always agree with you, and we have to respect the fact that everyone is entitled to an opinion. Unfortunately, someone has to be in charge; someone has to make the difficult decisions. No, I knew there was some displeasure; I just didn t think it was so widespread. John Lattimore and Janelle Danton were old friends. They served as fellow elementary principals for nearly a decade, and John wrote a letter of support when she applied for her current position. Their mutual respect and friendship made the meeting even more difficult. John, didn t you discuss the rules and regulations with them before you made changes? Did you give them an opportunity for input? Dr. Danton inquired. The changes were discussed. We never voted on them, but they were discussed. I thought most of the teachers were willing to give a different approach a chance. Listen, I ve been around these children for a long time-and so have you. Their lives are filled with grief and disappointments. Why should school become another enemy, just another miserable experience? Maybe, just maybe, by showing some love and compassion for these children we could turn a few lives around. Maybe we could convince a few children that someone cares. Isn t that important? What do we accomplish when we suspend a child from school? We re punishing the parent, not the child. How will we ever teach these children to be responsible for their own behavior if we constantly impose negative reinforcements on them? What about this issue of social promotions? asked the assistant superintendent. Failing children who are already at risk simply does not work. They prefer to say that I favor social promotions. I prefer to say that I condemn failing children when it just makes it more likely they will be unsuccessful. Dr. Danton looked directly at him and asked, John, would you consider taking another assignment at this time? I can arrange for you to work with me here in the central office. I need a director of pupil personnel services. It would mean an increase in salary, and it would be a good way to resolve this problem. Now I don t want you to think that I m just trying to get you out of the school. I really would like to have you here working with me in the central office. Lord knows, you ve earned it. You have put in your time in the trenches. What do you think? Janelle, you know the answer. I ve had other opportunities to work here in the central office. That s not my cup of tea. I want to be with the kids. No, I m sorry. I m not going to run away from this. I think I am right and if you give me the time, I think I can turn the parents and
teachers around. Why is everyone so sure that my changes won t be successful? I thought the principal was supposed to be the leader. All I m asking for is the opportunity to do my job. But John, I don t know if we have time. Dr. Gray may demand that we resolve this right away. Let me think about it for a day or so. I ll call as soon as I make a decision. And John, you should know that I can t make any promises here. Dr. Gray doesn t want another big fight with the union. With that being said, John got up from his chair and nodded that he understood. He shook Dr. Danton s hand while he smiled and then he left. After the principal left her office, Dr. Danton remembered that Mr. Lattimore also belonged to a union. The principals union in the school district was every bit as strong as the teachers union. She wished that her friend had been more compromising and accepted her offer.
Task Analysis Worksheet Please read all of the questions before beginning in order to pace your responses. You may use the extra sheet of paper included if needed to complete the following questions: 1. Analyze Mr. Lattimore s behavior in this case. 2. If you were the principal and wanted to change rules and regulations regarding discipline, would you have required consensus from teachers to do so? Why or why not? 3. Discuss the rights of the troubled child in relation to classmates. Are the teachers correct in their contention that permitting a disruptive child to remain in the classroom deprives other students of their opportunity to learn?
4. What weight should be given to the fact that many parents are also unhappy with the principal s position on discipline? 5. What can be assumed about the teachers who did not sign the letter of no confidence? 6. Can you suggest any positive action that might bring the parents, teachers, and principal together to address this problem?
7. Do the goals of the principal justify his means in this case? Why or why not?