Please read the original blog post.
My response is meant to support the ideas shared in the blog. Efficiency can be viewed from different perspectives. Sometimes, efficiency can be interpreted as “doing more with less.” As with any advice, there are always caveats. The recommendations and advice given in the blog are good, but are very broad. So, it’s a good start.
The trick is to discover and experiment with the tools and practices that will help the principal achieve these broad goals.
“Be a Difference Maker”, for example, can be accomplished in at least two different ways: one way is to visit other schools, review two or three practices or programs being used that your school does not use. Talk with the developers of those practices and programs. Research it, but keep their uses/practices at the top of your values be careful that research doesn’t “blind” you. Then commit to using the practice or sharing the program in order to use it.
Another way you can be a “difference maker” is to allow for the power of collaboration when problem solving. Some challenges in a school are complex when viewed from an educator’s perspective but may be simply addressed with the help of an occupational therapist or school psychologist. School psychologists, and other clinicians, are incredibly powerful resources because they have tons of clinical knowledge from clinical research.
“Be a Great Communicator” is another goal that is made up of many parts and can be approached in different ways. One important way one can become a great communicator is to review Media Richness Theory http://en.wikipedia.org/wiki/Media_richness_theory. MRT gets us to think about effective communication and appropriate communication using the appropriate media. Sometimes, a face to face, one on one discussion is the best way to communicate SOME topics, but other times an email or a memo is actually more effective especially with changes in procedure where step by step instructions are communicated. Technologies are varied, and each technology is useful. Sharing information about the aftermaths of a crisis or tragedy might be best addressed in a school meeting where staff are encouraged to ask clarifying questions although time constraints may limit the number of questions.
In order to “Care about students and staff” may require the use of checklists http://www.edutopia.org/blog/the-power-of-a-checklist-heather-wolpert-gawron for teachers and students and here is a checklist rationale for administrators http://www.aasa.org/SchoolAdministratorArticle.aspx?id=16302.
Checklists are powerful tools that helps you develop efficiency, promotes professionalism, and helps to build credibility among students, as well as staff, as someone who follows through and addresses needs with equal care and fairness. Here is another resource for school checklists. Keep in mind, present and future knowledge workers use checklists. Some have memorized checklists and internalized them as heuristics and personal procedures, but people forget steps that worked for them before or they become emotionally biased and choose to cut steps because a situation or person doesn’t “warrant” the use of the step or steps.
This will be a danger.
Review your lists, trust them, and follow them with fidelity.To increase appreciation and trust in checklists, read the book Daniel Kahneman’s book Thinking, Fast and Slow. His revelations and insights will change your life.
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To Talk Like This and Act Like That 