Socio-Political Platform

Educational leaders are charged with balancing the complex dynamics of various
stakeholders in a community. We all stand together with the singular goal to grow students to
become productive citizens of the world, but the path towards achieving this goal may vary. In
order to create equitable outcomes for all students, educational leaders must integrate
cultural, political, legal, and social competencies. This integration takes place as we work with
our staff, families, and the district. This work will support my efforts to ensure all voices are
heard, and the interests of those traditionally underserved are met.

As a new Assistant Principal, I will listen and watch to understand the culture of the
school staff. “Culture has energy that can be felt when you walk into a school,” explains Daresh
and Alexander. (p. 111) I will listen to the way staff speak about students and parents and
watch to see the traditions of the school. What I see and hear will be indicative of the school
community identify, as well as how we can grow and what we can celebrate. In an effort to gain
socio-political capital with staff, I first must talk with staff to hear their thoughts, honor the
past, and look for ways to build on their strengths to create an action plan. Staff must be
involved in change and as an educational leader, I know that I will have more engagement from
staff if I make slow changes based on collaboration.

Building strong connections with families is one of the best ways to support students’
academic and social growth. “One of the most consistent findings in school effectiveness
research is that the close connection of parents make a significant difference for students and
staff members,” says Deal and Peterson. (p. 207) What is interesting about this finding is that
supporting parents actually allows us to support students and staff. I will listen to parents to
learn how they feel their child’s education is progressing and what they need to be more
engaged and successful. I will learn about our community culture to understand how we as an
institution can best meet the needs of our diverse learners. Deal and Peterson remind us that,
“building a cohesive unified school community means creating symbolic bonds and a culture
that stretches out across boundaries and connects everyone: students, teachers, staff
members, administrators, parents, and the community.” (p. 210) I believe that our differences
when brought together thoughtfully can make us stronger and more able to support our goals.

Many of the relationships that an Assistant Principal will build are within the building
community. However, as a school-based administrator, I also have a responsibility to connect
the parents, staff, and students with the goals and regulations of the school district and state.
This can be challenging, especially when concerning staffing, budgets, resources, and legal
parameters. Although I am a messenger, my job is to assure that we meet the needs of our
staff, students, and families with the allocations and policies of the district. This involves some
political finesse, as not all stakeholders will be happy when decisions are made. As a new
Assistant Principal, I will navigate this by making sure that I am transparent both with my
professional knowledge and my commitment to growing students and working towards our
common goals.
 I will work hard to make sure staff, students and families feel heard and respected. I will
acknowledge that my job is one of facilitation and of balancing the needs and interests of all
members of our community. To be a socio-political leader, I will integrate this work with staff,
families, and the district. This inherently will help me work towards creating equity for all
stakeholders in the community.

References:

Daresh, J. C., & Alexander, L. (2016) Beginning the principalship: A practical guide for new
school leaders. Thousand Oaks, CA: Corwin, a SAGE Company.

Deal, Terrance E., and Kent D. Peterson. Shaping School Culture. 2016