Probably unnoticeable to an outsider, Joe's decision to lead this discussion from the rear is a subtle but critical management technique. Had kids shifted their chairs earlier, Joe would have wasted time and risked losing the mood the video created; moving at the end disrupted nothing.

     There is no end to the subtle decisions good teachers make daily.

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Thursday, September 30. Sit on a log at the edge of a rugged ravine and watch as she inches her way to the platform's edge. She clutches Mr. McBride's hand, and after a few anxious moments, looks down, then to the other side thirty-five feet away. Although she'd already canoed the Elk River, examined Chesapeake marine life under a microscope, and studied the Bay's wetlands; this ravine--The Confidence Course--is a challenge this so-called tough girl has dreaded for two days.

     With my own early September fears fresh in mind, I watch her glance up at the blue safety cord attached to a high cable, finger the harness around her waist, and tug at a belt the kids call a butt strap. Holding onto the rope above her head, she slids one foot onto the lower cable. Then the other foot. She pauses and looks back at Mr. McBride. He nods and she takes babysteps out to the middle. Then she looks down, freezes, and squeezes the rope as it and the lower cable twist back and forth. I want to yell, "I know your fear!" but I watch in silence.

     Classmates barred from her life by her tough exterior do shout encouragement, "Go for it! Be confident." Pete Roberts on the far platform holds out his hand. "Relax" he softly assures, "you're doing fine." She looks up, takes one confident step toward Pete. Then more quick steps.

     Pete unhooks the blue safety cord. She smiles, looks back over the ravine, then runs to an arts and crafts tent where she will sketch pictures of sailboats on the bay.

     I get up, dust my dirty jeans, and hear a short chubby boy tell Mr. McBride, "I feel nauseous." I laugh, and then like the tough girl, confidently head off to check out the other great things my school is doing at Radnor-on-Chesapeake.

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Being Principal Means Some Days You Laugh, Some You Cry

     Bill: Sorry to bother you at home, but our records indicate your son left school yesterday afternoon. He said you picked him up and took him to the dentist.
     Mother: There must be some mistake. He was in school all day. There weren't any appointments.

     Bill: Is this Mrs.... mother of...?
     Mother: Yes. There must be some mistake. Maybe another student is using my son's name.
     Bill: I don't think so.

     Mother: Please check. I know my son, and he would never do anything like that. No, it couldn't be him.
     Bill: I'll check right now if that's OK. Can you hold?
     Mother: Of course. Obviously there's been a mistake.
     Bill: I'll have the secretary get him.

(Pause)

     Bill: Are you...?
     Student: Yes.

     Bill: Your mother is on the speakerphone. Did you go to the dentist yesterday?
     Student: No. I cut school. I lied to you earlier.

     Mother: Oh.

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Being Principal Means Not Knowing Whether to Laugh or Cry

     Branford's mother came to the meeting convinced that withdrawing her son from school was her best option--he won't have an expulsion on his record. We outlined pros and cons of that option, the same for other options. Also, our hope that she will get him the help he needs to stay away from drugs and away from suppliers.

     The mother signed the withdrawal letter I had already written, anticipating her final decision. Our three-year involvement with Branford--and the district's nine-year involvement--is over. Neither smiles nor tears feels appropriate. Bill and I walk in silence to the cafeteria for fifth grade lunch.

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Being Principal Means Tough Days Are Not Quickly Over

     Did the police really arrest Branford? Maybe Susan's and Rachael's statements didn't hold up. What would we do? We really couldn't expel him. Probably couldn't even justify suspending him.

     I didn't even ask Bill about his ride alone with Branford to the police station.

     Should I send a notice to all parents about what has happened? This town can be a rumor mill! Maybe I'll just call the PTA president in the morning.

     Time to get up, already?

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Being Principal Means There are Few Easy Decisions

     I've observed this teacher's classes many times, and although the techniques employed aren't the best I've ever seen, they aren't poor either. Certainly no signs of incompetence. Unfortunately, the teacher's personality is such that kids aren't endeared; however, that's the real world. But, parents start talking. And talk. "I'm not the only one who feels this way," they preface every complaint.

     What a dilemma! It illustrates a problem with teacher evaluation: Rarely have I seen a teacher that is downright incompetent. A few have problems with technique, like the transitions concern with the new teacher, but, if identified and worked on, these usually improve. Significant problems, however, almost always involve personality. And personalities are difficult to change. Tough also to justify personality as a reason to dismiss, especially if the dismissal goes to court, which many do. "We fired him because kids think he's odd." I can hear the judge slam the gavel, Dismissed! Next case."

     I'm glad it's Friday.

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Being Principal Means There are a Few Special Rewards

     Nervous kids, looking more like young adults, step from their parents' cars, hoping to be seen but not be seen, their parents wanting to offer a good-bye kiss but understanding why it doesn't happen. We watch, laugh with them, these we've lived with since they were fifth graders. "She'll end up a CEO." "I'm afraid that one will end up pregnant before her senior year." "Remember when we thought he'd never grow up?" "There's one who has grown up too fast, much too fast." They grow up. We grow old. They move on. We remain.

     At five minutes 'til ten Whitney Houston sings "That's What Friends are For," and our kids dance, first as couples, then as one intertwined mass, and in the dim flashing strobe light we watch. And we feel. Parents might not understand our feelings, most school board members couldn't, lawmakers who make the rules surely wouldn't. But in certain brief moments, we know why we are educators.

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Being Principal Means…Well, Being Principal

     "I'll make this a directive: Take any steps necessary to change his schedule and give him the needed services immediately. I'll take full responsibility. My directive will hold five days. That should be time enough to complete the damn paperwork!

     " If I can't do some things around here that need to be done, why be principal?!"

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