The power of networking: an ex-principal’s perspective

‘We cannot hope to influence any situation without respect for the complex network of people who contribute to our organizations.’
(Margaret Wheatley)

Principals have a strong sense of isolation, yet desire for time to reflect and improve upon their practice. Because of this isolation, sometimes self-imposed, principals have relatively few opportunities for collaboration and reflective inquiry with fellow principals. Principals who initiate or work in school systems which promote networking gain the power of collaboration, skill development, problem-solving, collegiality, empowerment, community, motivation, information, dissemination, and opportunities for personal growth and professional development (Cooper, Slavin, & Madden, 1997).

Common characteristics of principal networking

Networking can encompass several common characteristics as detailed by Kaser, Mundry, Stiles, and Loucks-Horsley, 2002; Lieberman, 1999; Lieberman and McLaughlin, 1992; Mycue, 2001; Sorenson and Goldsmith, 2009. Effective principal networks provide for:

• clear focus relative to a specific aspect of the professional learning community
• specific activities as related to a focus area
• discourse and leadership opportunities
• expanded leadership skill development
• shared experiences and ideas
• continuous professional growth
• support of professional norms and expectations
• increased participant efficacy
• recognition of progress and development
• celebration of accomplishments.

Principal networks can be powerful, especially when examined from a three pronged perspective which showcases principal networking focus areas (see Figure 1) as developed by Sorenson and Goldsmith (2009). The three focus areas include: 1) content area focus, 2) research-centered focus, and 3) collegial group focus.

Figure 1: The Sorenson-Goldsmith Model for Effective Principal Network

Principal Networking Focus Areas

The Principal Networking Focus Areas model helps principals and school system leaders recognize the need to develop professional networking consortiums that serve to promote comprehensive school reform and principal professional development. School reform and principal professional development are two critical components reflected in model initiation and implementation.

1. The content focus area. Principals collaborate, develop skills and solve problems as related to instructional content areas that are of importance to their schools. For example, principals participate in training sessions and institutes such as The Charles A. Dana Center at The University of Texas where instructional or theoretical content relative to brain research, or math/science initiatives, or federal/state mandates are examined, discussed, and analyzed for programmatic development and/or improvement at the schools of networking principals (Star Center, 2001; and Charles A. Dana Center, 2002).

2. The research-centred focus area. Principals work collaboratively in school action research teams where they receive assistance from trained professionals with research experience. The research gathered from within their schools is analyzed and ultimately presented at forums, conferences, and in professional journals. Action research, from a principal perspective, can very well serve to improve time management, interpersonal communication, and instructional supervision skills. An example of action research being put to work for principal skill development and improvement is the Lighthouse Initiative, which is a part of the Texas Principals Leadership Institute (2003). This was designed to help principals meet the diverse challenges of service in elementary and secondary schools by focusing on recent and relevant educational research. Another example of a research-centred principal networking program is the Center for the Study of Teaching and Policy - A National Research Consortium (2003), which studies the manner in which policies and conditions in schools shape the quality of teaching, learning, and leadership in both elementary and secondary schools.

3. The collegial group focus area. Principals, as noted earlier, are often isolated at the campus level. They are no longer teachers, nor are they counsellors. In some school systems, principals do not even have assistants with whom they can network or collaborate. Such isolation provides few opportunities for interaction, most notably with their fellow principals. Opportunities for reflective inquiry or collaboration, or simple fellowship seldom exist. Fineman (1996) suggest that the reason for such isolation may be found in the fact that the principal culture is one where campus leaders ‘fear that participating in support groups to better understand instructional issues would be perceived as an admission of incompetence or lack of adequate training’. Fineman further asserts that principals who are a part of collegial focus groups become less isolated, more reflective, and lifelong learners.

A perfect example of a collegial focus group for principals is the National College for School Leadership (NCSL), in Nottingham, England. Since 1998, this organisation has worked toward the creation of a unified set of programs to bring principals together and thus serve the leadership needs of current and future school leaders. NCSL has been responsible for assisting principals in developing professional skills through a collaborative and interactive process to better ensure increased school reform and improvement, and overall increased student achievement (Daresh & Arrowsmith, 2003).

Each of the three principal networking focus areas serve as the basis for the collaborative development of fundamental practices which can intensify efforts to better develop exemplary school leaders. Effective principal networking must be built upon four leadership concepts as shared by Kouzes and Posner (1995).

• Challenge the process: accept challenges and meet said challenges through effective networking, experimentation, innovation, and change.
• Inspire a shared vision: network with others to develop a belief in and enthusiasm for a futuristic image or vision for school improvement and reform.
• Model the way: establish and model principles of effective leadership through networking processes that enhance operational programs and instructional planning.
• Encourage the heart: recognise individuals through group or networking procedures, reward their performance, and celebrate their successes.

Principals who effectively network with other principals learn to challenge and withstand challenges, recognize the critical need to develop a shared vision for organisational success, understand that the modeling of hard work, persistence, and attention to detail are keys to organisational success, and acknowledge, as a result of their peer interactions, that the recognition of others is a simple, yet poignant act of selfless admiration for those who work on a daily basis to serve our most important resource - our students and their ultimate academic success.

Parting thoughts

The formation of principal networks is an important structure of individual support that can assist school leaders at any stage of their career. Just as important, networking can validate the determined efforts of principals in a manner that is non-threatening and supportive. Finally, principal network systems can increase opportunities for school reform through research-based initiatives that focus on content area development and improvement, and equally significant, principal networks can serve as exceptional venues from which to meet people, make contacts, exchange ideas, interact with others, and develop career, if not lifelong, collegial relationships. So, what are you waiting for? Join the club!
References

• Center for the Study of Teaching and Policy: A National Research Consortium. (2003). Leading for learning: Reflective tools for school and district leaders. Seattle, WA: University of Washington.
• Charles A Dana Center. (2001). Opening doors: Promising lessons from five Texas high schools. Austin, TX: Author.
• Cooper, R, Slavin, RE, & Madden, NA (1997). Success for all: Exploring the technical, normative, political, and socio-cultural dimensions of scaling up. Report No. 16. (ERIC ED 412 324).
• Daresh, JC & Arrowsmith, T (2003). A practical guide for new school leaders. London: Paul Chapman Publishing.
• Fineman, M. P. (1996). Learning together. The Executive Educator, 18(5), 45-47.
• Kaser, J, Mundry, S, Stiles, KE, & Loucks-Horsley, S. (2002). Leading every day: 124 actions for effective leadership. Thousand Oaks, CA: Corwin Press.
• Kouzes, JM, & Posner, BZ (1995). The leadership challenge: How to keep getting extraordinary things done in organizations. San Francisco, CA: Jossey-Bass Inc. Publishers.
• Lieberman, A (1999). Networks. Journal of Staff Development, 20(3), 43-44.
• Lieberman, A, & McLaughlin, M. W. (1992). Networks for educational change: Powerful and problematic. Phi Delta Kappan, 73, 673-677.
• Mycue, S (2001). The professional circle. Kappa Delta Pi, 38(1), 28-31.
• Sorenson, R. D. & Goldsmith, L. M. (2009). The principal’s guide to managing school personnel. Thousand Oaks, CA: Corwin Press.
• Support for Texas Academic Renewal (STAR) Center. (2002). Driven to Succeed: High-Performing, High-Poverty, Turnaround Middle Schools. Austin, TX: Author.
• Texas Principals Leadership Institute. (2003). The lighthouse initiative: A Texas principal preparation network project. Austin, TX: Author.

ABOUT THE AUTHOR

Dr Richard Sorenson is an Associate Professor in the Department of Educational Leadership and Foundations at The University of Texas at El Paso, in the USA. He served the public schools for 25 years as a teacher, assistant principal, principal and associate superintendent for personnel. Dr Sorenson was recently named the UTEP College of Education Professor of the Year (2005). He is the coauthor of The Principal’s Guide to Managing School Personnel (Corwin Press, 2009) and The Principal’s Guide to School Budgeting (Corwin Press, 2006). Dr Sorenson currently teaches graduate courses in educational administration at UTEP, specialising in school personnel, educational law, school-based budgeting and leadership development.

 

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