Robert Harrison - Leader

A leader needs to have strong ethical standards and act in accordance with these standards every minute of every day. Having strong ethics builds trusting relationships, and helps teachers and other members of the school community to feel secure in knowing the standards by which the leader acts. My personal leadership ethic¹ is as follows:

1. The safety, well-being, and learning of students are the fundamental principles in all of my actions as a school leader.
2. I conduct all affairs with the utmost respect, honesty, integrity, and transparency--and I will lead by example.
3. I uphold the law at all times, follow rules and regulations of the school board, and promote their legitimacy in my speech and actions. Should I disagree with any rule or regulation placed upon those within my jurisdiction, I will express my disagreement respectfully to the governing bodies and continue to uphold them until such time as (and if) rules and regulations are changed.
4. I treat all individuals as well-respected adults, seeking first to understand their point of view before attempting to be understood.
5. I seek to empower students and teachers, to help them develop their talents, and to set and achieve their goals.
6. I accept responsibility for all of my actions and those taken in my name or under the authority of my position, even when delegated to other trusted individuals around me.
7. I serve others before myself.

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¹Adapted from the AASA’s Statement of Ethics for Educational Leaders (2007).

Communication with stakeholders is one of the most significant aspects of my overall leadership plan. I believe strong communication includes both inclusive, consistent articulation with full disclosure at all times. But it also includes a deliberate, intentional effort to receive communication, to seek feedback from stakeholders, and ultimately to listen to those who play a role in the education of the students in our school.

I believe that strong communication requires our district’s core values: honesty, integrity, respect for self and others. But my personal ethic requires one basic premise made famous by Francesco Bernardone in the 14th century: “Seek first to understand, then, to be understood.” Although clear articulation is a hallmark of good communication, listening first to the needs and concerns of others is crucial to effective leadership and effectively meeting the needs of stakeholders.

I will make every effort to meet personally with stakeholders whenever possible. Otherwise, I will communicate by phone in certain circumstances in which a conversation is necessary. All other personal communication will take place via email, with my personal goal of responding to every email within 2 hours of receipt when possible. Most importantly, all communication will take place with sensitivity to the fact that a large portion of the population may not speak English as a first language. All communications will meet the needs of all students, parents, and community members in this regard.

Students are an essential part of all school improvement efforts.

As Preble and Gordon clearly point out, “We have seen how students’ voices and ideas ‘soften up’ even the hardest, most intractable, entrenched, and resistant teachers and help them recall the reasons they wanted to become teachers in the first place” (2011). Ensuring that student voice is a part of any and every school improvement plan is something that I had never even considered the least bit important before I read this book. However, it is now clear to me that this is crucial. Not only does it “soften up” teachers and keep them focused, but student voice is altogether legitimate when examining issues of school culture. Students are the experts--the ones living the school culture. It would be foolish to exclude their voice at all.

School culture improvements must be proactive in creating a healthy, positive culture.

Reacting to problems will never get schools ahead in transforming the culture of a school. I’ve become keenly aware that the true best way to create a healthy, positive, and respectful culture is to be proactive in establishing a community of respect and fostering respect in all relationships throughout the school. It is too late to deal with school culture when the unexpected occurs. And it is foolish to simply treat some of the symptoms. As Preble and Gordon further suggest, “Addressing these issues one at a time can lead to institutional schizophrenia, with teachers and students feeling pushed from one agenda to another as each new idea is layered on top of the ones that were addressed before” (2011). Central to all of this is the fact that we’re not just trying to establish a positive school culture, we’re trying to allow student learning to happen in the most effective and efficient way.

Change takes time.

Clearly, Preble and Gordon make the case that change takes time. The book introduces the SafeMeasures protocol, which takes years to fully manifest, but yields changes in paradigms right from the start. But change that is worth making and worth sustaining does--and should--indeed take time. This is a drawback as much as it is a benefit. Sustained change in an industry in which turnover is high, folks are leaving the profession, and situations or funding change from one year to the next, is difficult and requires continuous leadership and careful structuring. Involving student voice and establishing a leadership team are key to sustaining the change. But it is also a benefit in that it forces schools to begin to establish overarching objectives and forces them to determine how individual goals fit into the overall picture. This gives perspective and helps to ensure that other initiatives fit into the goal of positive culture, otherwise they shouldn’t be pursued. What’s more is that long-term change has the power to impact the learning environment more because it provides consistency for students.

I believe strongly in the concepts behind positive behavior support, including PBIS/SWPBIS and Restorative Practices.

Central to my philosophy is my belief that behavioral expectations and norms need to be taught in just the same manner as any other core academic subject (Positive Behavioral Interventions & Supports - OSEP), as well as the importance of being proactive, balancing positive feedback with corrective or otherwise negative feedback on a ratio of at least 4:1, strong documentation, communication with the student, parents, and teachers, and valuing student feedback.

Unacceptable behavior on the part of students is not inherently a personal offense against the teachers, the school, or the system--although it undoubtedly has an effect on each. Misbehavior results in broken relationships, violates trust, and destroys healthy relationships. The appropriate response to student misbehavior is to restore relationships and foster healthy, trusting, respectful relationships. The most effective means to achieve healthy relationships, whether they are student-student, teacher-student, or adult-adult, is to proactively foster and cultivate an environment of respect. 

Additionally, I believe supporting students in their positive behavior is a multi-layered endeavor. Depending on student need, more focused support for some students will be necessary for schools to provide. This is best achieved using SWPBIS and MTSS tiered supports.