Principal - Wallace Supplement - May/June 2018 - 31

conductors, use feedback to make both
short- and long-term improvements.
When Mark Angerer took over as principal of Bruns Academy, a low-achieving
K-8 school in Charlotte, he crunched
the available data to look for possible
quick wins, as well as opportunities for
improvement over time.
"Bruns Academy was the lowest-​
achieving school within the traditional
school district, with just 18 percent of
scholars on grade level," Angerer says.
"You really can't take a school from
extremely low to high overnight."
Devoting some immediate time
and attention to areas that could see
improvement with just a little effort
allows the entire team-staff and students alike-to experience success
and satisfaction. Those small successes build confidence and give staff
members the encouragement and
stamina they need to work toward
longer-term improvements.
Along those lines, Concepción has
built in time to analyze data, set goals,
and assess progress toward benchmarks. Schoolwide goals are set at the
beginning of the school year and re-examined in January. When the school
staff decided to reduce the amount of
homework assigned to students, the
January check-in included questions
such as, "Do you feel like your students
are lagging behind?" and "What kind of
reaction are you getting from parents?"
"It's very important to have check-in
points," Concepción says. "We'll keep
going if it's working, and trash it or make
adjustments as needed if it's not."
Concepción has also created a data
protocol that she uses with staff to
analyze student assessment results.

You really can't
take a school
from extremely
low to high
overnight."
-Mark Angerer, principal,
Bruns Academy, Charlotte, NC

Leadership 101
Principals at Charlotte-Mecklenburg Schools in North Carolina share their most
common leadership practices.
RECRUIT FOR PERSONAL DYNAMICS OVER SKILL. Skills are teachable, but
having a positive outlook and being a hard worker are invaluable traits to have
in a staff member.
GET TO KNOW YOUR STAFF. Building relationships helps build morale, and it
will make your staff feel comfortable enough to tell you what is and isn't working.
USE FEEDBACK TO MAKE BOTH SHORT- AND LONG-TERM IMPROVEMENTS.
Small successes can boost staff confidence and give the motivation to tackle
longer-term improvements.
ESTABLISH CHECK-IN POINTS FOR BENCHMARKS. This allows you to maintain momentum if a strategy is working, or make adjustments if it's not.
BUILD PROTOCOLS. Create processes for practices such as new teacher
onboarding and professional development, which facilitates order and consistency across the staff.
BE PREPARED TO IMPROVISE. Principalship is not a perfect science. Part of the
job means being able to successfully prioritize issues as they present themselves.

naesp.org

31


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Table of Contents for the Digital Edition of Principal - Wallace Supplement - May/June 2018

Principal - Wallace Supplement - May/June 2018 - Cover1
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Principal - Wallace Supplement - May/June 2018 - 1
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Principal - Wallace Supplement - May/June 2018 - Cover3
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