AMLE says:
Leaders understand that successful schools committed to the long-term implementation of the middle school concept must be collaborative enterprises. The principal, working collaboratively with a leadership team, focuses on building a learning community that involves all teachers and places top priority on the education and healthy development of every student, teacher, and staff member.
It means:
Leaders understand young adolescents and the society in which they live, as well as the theory and best practice of middle level education. They know that yesterday does not determine tomorrow. They strive to educate stakeholders about middle school philosophy and best practices to ensure long-term and continuous improvement. They empower others to make decisions in addressing the education and well-being of all students. The principal creates a collaborative enterprise by way of a leadership team, recognizing teachers as leaders and relying on the expertise of a variety of people to better academic growth and lives of students. He or she recognizes that the school, too, is a teacher, and that students learn not only from formal education, but also from unplanned curriculum.
Example:
Pam Randall, an elementary school principal, is one of the first mentors for the Santa Cruz New Teacher Project, shows her work in supporting and evaluating new teachers. Beginning with a running record, keeping in mind teaching standards and content standards that the teacher has asked her to collect, she reflects and discusses with the teacher after observing. Ms. Randall also models lessons, such as choosing a book that is appropriate. She believes in collaboration, reflection, and inquiry, for both teachers and administrators, admitting that reflection is something she strives to push for further in her work. The video shows Ms. Randall hosting a reflective session for teachers, in hopes of creating a professional learning community. She closes with a statement that (gasp!) teachers need the support, materials, and time to do their job well, and that it is her job to ensure they have these components.
Why it works:
Ms. Randall is an effective leader. In collaborating with teachers for what appear to be observations, she practices what she preaches. In asking them for standards they want her to collect, she is empowering them. Although she is an elementary school principal, her emphasis on discussion and reflection for both her and teachers makes it evident that she seeks to educate others about school philosophy and best practices for the long haul. In modeling lessons and creating a professional learning community, Ms. Randall is not only showing that she cares about and values the work of teachers (and most likely other staff members), but also creates works to create a positive school environment. She knows that the school is a teacher. Finally, the opening clip shows her chatting with students, including one whose birthday is approaching. It's unquestionable that she knows and cares about the school's students.
My classroom/school:
I work at a school that is equally supportive for students, staff, and teachers. The principal is committed to long-term gains, although she herself will retire soon if word on the street is correct, and is open to new ideas, programs, and professional development for both paraprofessionals and teachers. She works closely with assistant principals, unit coordinators, speech and language pathologists, parents, and other stakeholders, to ensure that everyone is valued and treated with respect, so that students can have the best possible outcome. Her door is always open and she is very approachable to the extent that the school is first name basis for everyone from the top to the bottom. For myself, I was appointed to the school's curriculum planning team after producing some nice work for the first ever CommonCore Learning Standard ELA writing task. I gave extra copies to curriculum support, figuring that other teachers with similar classes might benefit (especially those who go to work sites all morning only to return to school with a bunch of tired students and work to do!). Over the summer, the planning team met to design next year's curriculum, in map format. I am not a leader in the sense that I am a principal, but I do strive to show others that I value their work and want to ensure their well-being. This year, I will continue to develop curriculum -- but collaboratively with a fellow Fellow (pun intended!) who teaches a 8:1:1 class -- that will push for peer-to-peer interactions and social skills, as well as academics. I hope to use these skills to become an effective team leader and to ensure long-term success for those who will attend my site!
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