The Principals’ Secretary: The Roots of Growth for the School and its Leaders

Seven years ago, I stepped foot into my office as the Assistant Principal of a sixth and seventh grade middle school of 800 students. Moving from my third grade classroom to the main office was a hard transition because for the past eight years, I was only responsible for the 20 to 30 students within my own classroom. I went from a world of teaching, assessing, grading and lunch counts to School Improvement Plans, state assessments, district initiatives and free and reduced lunch data (to name a few). I would not have made this transition in a positive way, if it wasn’t for my secretary Teri. Teri is a phenomenal woman and someone who will forever have a special place in my heart. One of the reasons I am in the place I am today and gained success is due to the work Teri did every day and her mindset to make sure that the school and I were the best we could be. 

Two years ago, Teri retired from our school district and even though I am happy for her, we lost a huge part of our family. The five years I was able to have Teri by my side showed me what attributes are needed in a principal’s secretary in order to help keep a continual mindset of growth and achievement. I have thought really hard on all the amazing qualities my secretary had and have broken them down into three main “roots.” I believe these are most needed for growth in a principals’ leadership and the school as a whole. If you are the secretary of an assistant principal, or any principal for that matter, ensure you are bringing 100 percent in these three areas and I guarantee you, your school and your principal will find greater success.

Root One: Empathy and Care
As you know, being a secretary makes you the first face and voice someone sees or hears when they call or come into the school or the main office. The school secretary is your stakeholder’s true litmus test of the school culture and climate, as well as a reflection of the school principals’ vision, beliefs and leadership. As a school principal, it is my job to show empathy and care to every single student, parent, teacher, staff member and member of the community. It is my job to make everyone feel as though they are the most important person at that given time. The same goes for the school secretaries.

That is what was so amazing about Teri. When a student came in with a question, needed to use the phone or had a bloody nose, she never made them feel they were bothering her, but instead gave them the attention they deserved and showed them she was there to help. It was the same for parents, guest and our staff; Teri always went out of her way to let them know they were part of our community and it was her privilege to help and assist them. Along with showing empathy and care to the school, Teri was always there for me. She was always checking on me to make sure I had everything I needed to be successful. From asking me if there was anything she could take off my plate, to putting out “fires” that she could handle without me. There was never a day Teri didn’t ask me how I was feeling or give me an encouraging word. She believed her job was to care for others and that is what is needed in a principal’s secretary and what the school needs as it’s first line of communication with all of its stakeholders.

Root Two: Consistent and Resourceful
Being a school leader has changed tremendously over the past 10 years. The role of a principal has morphed from being a “manager” of the school to the “lead learner” of the school. With that change also comes a change in where the principal spends most of their time. For a school leader to make the largest impact they can, they need to spend more time in the classrooms, hallways and cafeteria, which means less time in their office. With this change of scenery for principals, the administrative secretaries are going to see less of their principals and in return will have to be resourceful in the office. 

Like I shared earlier, Teri was amazing at stepping in and putting out fires so I could give my attention to the things that mattered most. From upset students and parents to jammed copiers, she would always step in and do her part to ensure the issues that could be addressed without my immediate attention were handled in a professional way. This consistency and resourcefulness made me feel comfortable with trusting her judgement when issues would arise. At the end of each day she would always come into my office with a list of these “small fires” and let me know which still may need my attention and then would ask if there was anything I felt should have been handled differently.  Teri always wanted to be the best at what she did and was always looking for guidance and feedback so she could be consistent with the vision of the school and its leadership. She was always eager to learn and lead. That mindset is what made her the best of the best.

Root Three: Shared Vision and Belief in Leadership
As a school secretary you can be empathetic and caring, be consistent and resourceful but none of that will matter if you and your principal do not have a shared vision. School principals need someone who not only works alongside them but also believes in the vision and the work their principal does. If you both do not have the same mindset and vision, neither of you will ever reach your fullest potential. I was lucky to have Teri for so many reasons, but the greatest reason was she believed in me and the vision I had for the school. Teri was always there with an open mind and would walk through any fire or storm; she always believed we were going in the right direction. She knew what I was doing was not what was best for myself, but best for the school. She knew that I would do anything for anyone so she was always willing to do anything for me. 

As a school leader, you have to have someone on your side who will represent you and fight for you when the going gets tough. Never once did I doubt Teri and the work she did. I was so blessed to have someone who supported me and had the attributes needed to make our students, parents, staff and school community grow in the way that it did. The transition to any new position is challenging, but even the toughest changes can be less stressful when you have a partner who believes in you. I am so thankful for Teri, and even though she is no longer with me on a daily basis, the confidence and growth I experienced during our time together still pushes me today. 

School secretaries have the hardest and most important job in the school. Without you, the school cannot function at its highest levels. Everything you do, big or small, makes an impact. So today I hope you take every opportunity to change the lives of everyone you encounter in a positive and life changing way. Remember, without you, your principal and school won’t be able to reach their fullest potential, so bring it every day! Speaking for all principals: we appreciate all you do! 

What roots are you using to help the school and your principal grow in the right direction? What are some ways you can make sure you are showing empathy and compassion to all stakeholders? 

Do you believe in the vision of your principal? 

How can you help your principal’s vision or find a belief in it? 

Author Bio:

Roger Gurganus is an assistant principal at Brownstown Middle School, a 6-7th grade building in Brownstown, Michigan. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love, and education to the children of Uganda, where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but a calling and hopes that through his work, lives can be changed, dreams can become reality, and mountains can be moved. Follow his educational and leadership journey on Twitter (@RogerGurganusII), Instagram (@RogerGurganusII), YouTube (@BMSWARRIORS67), and his blog (https://raiseyouranchor.blogspot.com).

Searching for Wisdom in All the Right Places: Growing as a School Leader

Growing up, some of my favorite movies were part of the Indiana Jones series. I loved how Indy lived a normal life as a professor, lecturing college students on the history of the world. Little did they know their professor lived a secret life full of adventure, excitement, close calls, and possible doom. When Indiana Jones took off his glasses and tie, he evolved from passionate teacher to an adventurous seeker of wisdom. Jones knew he would never grow in the wisdom department by sitting inside the four walls of his stuffy office looking at the curriculum he was paid to teach. He knew wisdom came through experiences and sometimes unrealistic adventures.

As school leaders, we have two options. We can be school leaders who believe prior learning is all the knowledge needed to lead, or we can use our educational background as a foundation and continue to build upon it by seeking wisdom daily. As a school leader, we should constantly be on the hunt for wisdom. We should have our maps and compasses in hand each day, because this hunt for wisdom is actually a journey that lasts a lifetime.

Below are a few Indiana Jones-inspired ways that you can seek wisdom to be the most effective school leader for your staff and students. Some of these wisdom-seeking ideas are easily obtainable with a few changes in your life, but others may take you out of your comfort zone and require a “leap of faith,” as Indy discovered in Indiana Jones and the Last Crusade. So grab your whip, brown sable fedora, and leather satchel, and let’s start this wisdom-seeking adventure together.

Searching for Wisdom through Reading

In the Last Crusade, Jones’ father sends Indy his “Grail Diary” before being kidnapped by the Nazis. The book contained priceless wisdom that guided Indy’s steps through the three trials at the end of the movie. Without the wisdom gained from reading the text, Indy would have (literally) lost his head.

As a school leader, we need to be the lead learner of the school. We need to dive into books that are research-based and relevant to our lives so we can face our leadership trials head on. In my search for wisdom, I have challenged myself to be an avid reader. I have always been told you have to read to lead, and I believe that is 100% accurate.

Last year, I challenged myself to read 60 books plus the Bible from June 20^th to the following June 20^th. I am proud to say that I reached my goal and beyond and read 74 books this year. The knowledge I gained from reaching this goal is immeasurable.  I have a better foundation for decision making and leading than ever before. Was this challenge hard? Yes! Were there days I was tired and didn’t want to read? Of course! Leaders, make it a goal to read daily. Your school deserves someone who can inspire it with your continual wisdom and guidance.

Searching for Wisdom with Other Wisdom Seekers

Indy surrounded himself with wisdom seekers such as his father, Marcus Brody, and Sallah el-Kahir. He knew he would need a strong team if he wanted to achieve his goals. Like Indy, I surround myself with individuals who have the same mindset of wisdom seeking. By doing this, we hold each other accountable for our goals and check on each other often to see how we are progressing. We meet at least once a week to talk about life and our adventures and progress in seeking wisdom. When I struggled with my goal to read daily, the difference was that when doubt crept in, I knew I could reach out to a fellow wisdom seeker for support, and they would help me stay on course.

Everyone experiences life in different ways. When you can experience life through the lens of others with the same passion, convictions, and goals, wisdom comes naturally. Find yourself a small accountability group and use the wisdom gained to motivate yourself to get out in the world and seek wisdom through new experiences.

Searching for Wisdom in the World Around You

Indiana Jones was a master adventurer. He would leave fear in the backseat and set out for whatever he was looking for. This is the area of wisdom seeking I struggle with the most. For me, stepping out of my comfort zone to gain wisdom is a challenge. Seeking wisdom through experiences has many obstacles, such as time and financial commitments, but the biggest obstacle for most (me included) is fear—fear of the unknown, fear of stepping out of your bubble into a vulnerable state where you are not sure what to expect.

In my quest for greater wisdom, I pushed myself way out of my comfortable bubble and traveled to Uganda. I left my family for two weeks and helped train teachers while teaching orphans from four different orphanages. Experiences like these help you see life through a new lens and give you newfound wisdom you never thought you could obtain. Was I scared to death? Heck yes! Did I know what to expect? Not really, but I didn’t let my fear control my adventure.

Seeking wisdom is scary. You never truly know what the journey will bring you. But, even in fear, leaders need to take that next step of wisdom seeking—not only for themselves, but for those they lead. Good luck, leaders, and remember that while you never know where wisdom searching will take you, eventually you will find the Holy Grail!

Which wisdom-seeking ideas do you already practice in your own life? Who could be your accountability partner on your search for wisdom? What is the “Holy Grail” that you have gained through your search for wisdom?

Author Bio:

Roger Gurganus is an assistant principal at Brownstown Middle School, a 6-7^th grade building in Brownstown, Michigan. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love, and education to the children of Uganda, where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but a calling and hopes that through his work, lives can be changed, dreams can become reality, and mountains can be moved. Follow his educational and leadership journey on Twitter (@RogerGurganusII), Instagram (@RogerGurganusII), YouTube (@BMSWARRIORS67), and his blog (https://raiseyouranchor.blogspot.com).

Student Discipline: It Takes More than a Consequence to Change the Future

I vividly remember my middle school principal and the fear that hit my gut every time he would look at me or even walk by. He was six and a half feet tall, weighed close to 400 pounds, and his last name was Kevorkian. Who wouldn’t be afraid of that principal, especially if he never smiled and looked like he could be in the WWF as Andre the Giant’s tag-team partner? 
Now as a middle school principal myself, I look back at the steps I took through the narrow, freshly waxed hallways of my middle school and wish I could have had a positive relationship with my principal during those crucial and fragile years. I wish my principal would have been more of a mentor than a monitor, a sculptor instead of a suspender, more friendly and less formidable.  I truly believe if I had been able to have a relationship with my principal, my middle school and high school career would have been more successful, and my GPA would have exceeded a 2.0. 

The role of school principal has evolved from manager to lead learner and teacher. If that aspect of the job has evolved, my hope is that our mindset and process of school discipline can follow suit. Discipline over the years within the confinements of the “principal’s office” were centered on the concept of fear and consequence. Sure, fear may keep some students in line, but what fear does not do is teach, develop, or mentor. Those three concepts are what truly keep students focusing on what they should be doing—and, most importantly, why they should be doing it.

Before I go any further, let me address the elephant in the room. Some of you out there are thinking, “They need to have a fear of their principal. If they don’t, they will be out of control, and teachers can’t teach and learning won’t happen.” I know this because I had that same mindset when I started my career, because as a student I was brought up to fear those in charge of my education. Unfortunately, I believe that fear is what caused me to never reach my fullest potential. Yes, I would walk (and not run) on the right side of the hallway, raise my hand before answering a question, and stay glued to my seat for 55 minutes at a time because I didn’t want to “get in trouble.” What I didn’t do was find a mentor; someone to sculpt me and show me what I could be. Those things were missing from the discipline tool belt that my principal wore, and until my mindset changed, they were vacant from mine too. 

The irony is that discipline comes from the Latin word disciplina, which means to “instruct, educate, and train.” If that’s what the word is rooted in, why are we not planting those concepts into our discipline interactions and letting them grow? Why are we still making our offices a place of negativity instead of a place of enlightenment, growth, discipleship, and understanding?

Don’t get me wrong. If students misbehave, they need to be held accountable, but they also need to learn how to not make that same mistake again. They need to know they have a tag-team partner in their corner who cares enough to walk alongside them on this path of change. Consequences are important, but what is more important is a relationship with a child—a relationship where you can mentor them to not make that same mistake or decision twice. Receiving a consequence is immediate, but it’s not infinite. The pain of the detention, suspension, or missed recess will sting for a moment, but the lessons we teach alongside those consequences are what last forever.

Disciplining just through giving consequences never was enough, and it never will be. Look at the prison systems in our country — they are full of people who have made mistake after mistake and never learned from them. How many could have learned to change earlier in life if they had a principal who stepped out of their role of lead disciplinarian and entered into the role of lead mentor?

We have to make sure we are not just punishing but developing our students. We need to make sure that we go the extra mile for all students, even those who push us to an inch of our sanity. I ask you to join me and become their lead mentor, instructor, educator, and trainer. You never know—the student’s name on the office referral sitting on your desk right now may be the principal who helps change the lives of future students one day. Don’t miss this opportunity.

Are you more of a consequence giver or a mentor when it comes to discipline? Look back at the principals you had in your education—did you have a positive, impactful relationship with them, or was your relationship built on fear? What is one thing you can change in your practice for the next school year?

Author Bio:

Roger Gurganus is an assistant principal at Brownstown Middle School, a 6-7th grade building in Brownstown, Michigan. He has a passion for children and education and strives to ensure that every student is connected and feels part of the positive communities he creates. Along with creating a culture of hope and love in his own middle school, Roger also is committed to bringing hope, love, and education to the children of Uganda, where each summer he travels in hope of making a bigger difference in the lives of students who need it the most. Roger believes that teaching is not a job, but a calling and hopes that through his work, lives can be changed, dreams can become reality, and mountains can be moved. Follow his educational and leadership journey on Twitter (@RogerGurganusII), Instagram (@RogerGurganusII), YouTube (@BMSWARRIORS67), and his blog (https://raiseyouranchor.blogspot.com).