Tag Archives: staff

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Outside The Comfort Zone: Helping School Systems Embrace Technology

????????????????????????????????Each year, our school division holds a “Summer Institute” for teachers, the purpose of which is to provide two days of professional development just prior to the start of the new school year. In examining the topics the Institute was considering last spring, I detected a lack of activities related to current learning technologies and, with a colleague, offered to fill the void.

Our offer was welcomed and despite the end of the school year being a very busy time, we managed to do some collaborative planning. My colleague is skilled at locating and implementing new learning technologies in the classroom. Selective about what she uses in the classroom, I suspect that for every app, program, or device that becomes a part of her teaching, many more fail to make the cut on the basis not doing enough to improve the learning of her students.

Take The Risk

I envisioned my role in the presentation would be less about new technologies and more about encouraging people to step out of their comfort zone. Changing our practice is rooted in risk taking. That can provoke a measure of anxiety in anyone, but even more so for teachers; the risks they take have the potential to impact on the students for which they are accountable. There is comfort in staying with the tried and true. What is to be gained from stepping away from that?

  • I often consider why, in this day and age, anyone in the educational system would not actively leverage the professional networking power of Twitter to build upon their skill set.
  • I wonder why they would not embrace powerful new communication technologies instead of relying on traditional but less effective technologies.
  • I reflect upon classroom practices rooted in traditional teaching which, while still valid, can be transformed through the use of common and easily accessed technological resources that are typically available in practically every classroom.

What’s Stopping You?

In all of these cases I believe that at least one of two conditions exists, which can be summarized by these statements:

  1. “What I am doing is working for me, so that is good enough.”
  2. “I don’t have the time learn all of this.”

Regarding the first statement, finding what works is important. But simply leaving it at that is not enough. We should expect more from people at all levels within the school system. A community of learners will continually seek out new and improved ways of doing things. From time to time that will mean changing long standing practice, as uncomfortable as that may be. Sticking with the status quo is simply unacceptable.

Regarding the second statement, it is true that time is at a premium. The challenge is to help people see how investing time in learning something new can lead to greater efficiency and actually save some of that precious time in the long run. Professional educators, of all people, should understand this. It is also not a matter of learning “all of this”, but selectively investing in those things which may yield the greatest return.

Inspiring Change

As I prepare for our Summer Institute presentation, I will need to focus on both of these statements. My task is to inspire people to look beyond the status quo and instill the confidence they need to make the leap to the next level. Professional development sessions like our Summer Institute are critical components in facilitating the system wide cultural shifts that are required for this to happen.

Some time ago, I wrote about exploiting technology for effective school administration. The barriers we faced then still exist today, but I am encouraged by the progress I have observed. That progress has only occurred where people have embraced the message I hope to bring to the upcoming PD session:

Take the risk, and leave your comfort zone behind.

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Professional Libraries: Old Fashioned or Underrated?

Bookshelf1I have very few books in my office. Other than a shelf where I keep three particular books that have guided my career and the one or two professional reading selections I have on the go, my personal workspace is devoid of the rows of books one might expect to see adorning the shelves of the principal’s office.

I do a great deal of professional reading. In fact, that is my preferred way to learn. To me however, a book loses its value after I have read it.  Once consumed, it has little function beyond serving as a decorative accessory.

But for those who have not yet turned those pages, the value remains. For that reason, it is important to make this resource available to others. That is not likely to happen if it occupies a permanent sheltered spot upon a dusty shelf.

Every principal has a responsibility to meet the professional learning needs of staff. With what we know about learning and learning styles, we should know that it is important to establish even a small professional learning library in our schools.

Getting up and running

Where does one start? I feel it is important to have a mix of current titles related to teaching and learning, books on health and wellness, inspirational essays, as well as some standard classics.

You will find your own essential titles but from my perspective, here are some “must have” books:
• Servant Leadership – Robert Greenleaf
• Emotional Intelligence – Daniel Goleman
• On Death and Dying – Elizabeth Kubler Ross
• Classroom Instruction that Works – Robert Marzano
• Quiet – Susan Cain
• Multiple Intelligences – Howard Gardner

Whenever I am at an educational conference, I will make a point of stopping by the vendors’ table where one finds books authored by the keynote speaker. When possible, I will get the book signed by the author with a brief message for our school. It is a simple touch but has the potential to create a small connection between the author and professional library borrower.

From time to time, staff members will request certain titles. I try to ensure they find their way into an upcoming book order and a place on our library shelves.

Circulating and (sort of) managing the material

I believe in the honour system to circulate material. I invite not only staff to borrow anything that may appeal to them, but invite visitors to our school (clinicians, consultants, etc.) to treat this resource as their own.

Borrowed material practically always finds its way back to the shelf.  If it doesn’t, it is usually because it had a profound impact on someone that they elected to retain it, or perhaps it found its way further afield. Either way, the resource is in the hands of someone that values it, and a replacement copy is easily acquired.

Location, location, location

reading_chairEndless shelves of professional reading material serve little purpose if housed in a private office. There may be an ongoing invite to others to help themselves, but to make things accessible as possible it is important to create an appropriate location to house the collection.  It might be in the school library, the corner of the staff room, or any other location that staff can peruse the collection on their own time and their own terms. It is important that it is a public area that accessible to all staff. Consider taking a page from libraries and bookstores and install a comfortable reading chair or two.

What example do you set?

I usually have a professional reading selection in my briefcase for those moments when I have the opportunity to get through a few pages and I encourage all staff to do the same. Where appropriate, I will share my thoughts on what I am reading and reference these sources in my discussions with teachers. Just as we encourage teachers to model reading to students, so should principals find ways to model the importance of professional reading to teachers.

Sometimes a book is a pretty good resource!

In our connected world, it is easy to rely on electronic resources to feed our hunger for professional reading material. Blogs (such as this one), web sites and other such resources provide bite sized pieces of information that can whet our appetites for more in depth sources. A balanced approach is most likely to contribute to building sound knowledge base. Without question, a current and well stocked learning library has an important place in the professional growth of staff.

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A Career’s Worth of Advice (In 140 Characters)

geese_flying001I recently participated in a twitter chat where participants were asked to respond to the following question:

“As an experienced educator, what advice would you give to those who are new to the profession?”

While this is not an uncommon question, I had never considered how I might respond in the context of 140 characters. I wanted to state something profound in that limited space, and before I knew it – and practically without thinking – I had posted the following:

“Find the joy in teaching. Ignore cynics. Celebrate small victories. If you lose the passion, move on.”

The fact that this was my immediate response tells me it came from the heart. There was no second thought or reflection to muddy the waters.   I am a contemplative person who tends to over think questions and I possess a tendency to formulate my best responses a half hour after they are required. In this case however, I have to admit that given the chance to rework that particular response, I would not change a word.

Find the Joy in Teaching

When I refer to teaching, I am referring to all of those functions related to public education, from teaching to administration to student services. There is something in these fields inherently related to that altruistic desire to make a difference to a person, a group, a community or beyond. The exhilaration can come from many places and may look different to each person, but there is no doubting you will recognize it when you find it.

Ignore Cynics

I am fortunate to be surrounded by an enthusiastic forward thinking team of educators who tend to focus on possibilities, not obstacles. We know that there is an element out there that tends to see things in a negative light or is quick to point out why things will not work. There is little point in allowing such people to consume your time.

I have a theory about cynics:  these are people that are happy being unhappy. If you address their unhappiness, it puts them off balance, and they seek to restore that balance by finding something to be unhappy about.  Perhaps that in itself is a cynical view, but my point is that there is little one can to do satisfy the cynics, so stick to your vision, focus on possibilities, and move on.

Celebrate Small Victories

To be able to celebrate victories, one needs to be able to identify them. This is really a matter of being present and paying attention to the little details that may otherwise go unnoticed. Sometimes, we get caught up on the one little thing that went wrong for us rather than reflecting on all the things that went well. Be deliberate in identifying and savouring your victories.

If You Lose the Passion, Move On

In a perfect world, everyone in education would be pursuing their passion and that would translate into extraordinary learning experiences for all. The reality is that people and passions change. There is nothing wrong with that, and no one is to blame if one loses the passion for teaching or whatever role one happens to fulfill. However if it happens, it is critically important to acknowledge that reality and makes the appropriate life adjustments. Anything less would be unfair to everyone.

I suspect that without realizing it, I articulated the four principles that have guided my career as an educator. For those entering the profession and following in my path, consider it sound advice.

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Remembering Differently: An Alternate Way to Mark Remembrance Day in Schools.

poppyRemembrance Day is fast approaching.  Many schools hold a formal Remembrance Day service, and while this a traditional way to mark the day, there are other ways to achieve this as well.

It is essential that we prepare students for this day by educating them about our history.  Ideally, in the days leading up to November 11, schools engage in activities that help students learn about the sacrifices that people have made for their country.  This often occurs within the context of History and Social Studies, but also presents a meaningful way to engage students in all subject areas, from Language Arts to Math, the Arts, Technology and more.

These lead up activities lend meaning to your Remembrance Day observance.  While they may culminate in a formal and traditional Remembrance Day ceremony, there are alternate ways to respect the spirit of the day.

Here is one idea in which remembrance activities occur over the course of the entire school day.  The following is taken from a script in use at our school.  The content comes from various sources, including the Veterans Affairs Canada website.

9:00      Morning announcement:

“As our way of observing Remembrance Day, we will have a number of daytime reflections that we hope will give staff and students the opportunity to give consideration to just what Remembrance Day is meant to commemorate.

During this week, hundreds of ceremonies and events will take place across the country to recognize the achievements of our Veterans.

There are many ways to show that you remember and honour our Veterans:

  • Pin a poppy above your heart.
  • Talk to a friend or relative who has just returned home from Afghanistan or who served in other areas of conflict.
  • Listen to Veterans talk about their experiences.
  • Visit the Veterans Affairs Canada Facebook fan page, write on the wall and share how you remember. Change your Facebook profile picture to a poppy.

Above all, we must vow never to forget. However you choose to remember, be sure to share with everyone you know. Together, it is our duty to pass on the legacy and keep the memories of our Canadian Veterans alive.  Poppies will be distributed this morning and everyone is invited to wear a poppy as a sign of remembrance” 

Period 1

Poppies are then distributed throughout the school.  Donations are accepted, but not required.  Any student that wants a poppy may have one.

11:00    First Reflection  (In Flander’s Field – 2 students required)

Student 1 reads the following over the PA:

“This is today’s first Remembrance Day reflection

Sergeant-Major Cyril Allinson, the first person to ever read John McCrae’s In Flanders Fields poem remarked, “The poem was an exact description of the scene in front of us both. He used the word blow in that line because the poppies actually were being blown that morning by a gentle east wind.”

When one thinks of Remembrance Day poems and Memorial Day poppy poems it is the words to In Flanders Fields poem by John McCrae that comes to mind.

The In Flanders Fields poem is the world’s most recognized and beloved of all war memorial and Remembrance day poems. It was written on May 3, 1915 by Lieutenant Colonel John McCrae during WWI, while still at the battlefront during the Second Battle of Ypres in Belgium.”

Student 2 reads the following over the PA:

IN FLANDERS FIELDS POEM

By Lieutenant Colonel John McCrae


In Flanders fields the poppies blow
Between the crosses, row on row,
That mark our place: and in the sky
The larks still bravely singing fly
Scarce heard amid the guns below.

We are the dead: Short days ago,
We lived, felt dawn, saw sunset glow,
Loved and were loved: and now we lie
In Flanders fields!

Take up our quarrel with the foe
To you, from failing hands, we throw
The torch: be yours to hold it high
If ye break faith with us who die,
We shall not sleep, though poppies grow
In Flanders fields

12:00    Second Reflection – Video. 

  1. Teachers follow the Veterans Week link at the school website and click the YouTube link at the bottom of the left sidebar.
  1. Select any one video to watch with the class.  Discuss using the provided key questions.

2:00      Third Reflection

Student 3 reads the following:

On November 11, 1999 Terry Kelly was in a drug store in Dartmouth, Nova Scotia. At 10:55 AM an announcement came over the store’s PA asking customers who would still be on the premises at 11:00 AM to give two minutes of silence in respect to the veterans who have sacrificed so much for us.

Terry was impressed with the store’s leadership role in adopting the Legion’s “two minutes of silence” initiative. He felt that the store’s contribution of educating the public to the importance of remembering was commendable.

When eleven o’clock arrived on that day, an announcement was again made asking for the “two minutes of silence” to commence. All customers, with the exception of a man who was accompanied by his young child, showed their respect.

Terry’s anger towards the father for trying to engage the store’s clerk in conversation and for setting a bad example for his child was channeled into a beautiful piece of work called, “A Pittance of Time”.

Song is then played over the PA: A Pittance of Time.MP3   (4:35)

 

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Warm Hearted Leadership

warm heartOver the course of a day one deals with so many people and encounters so many stories.  Each one those stories, and the resulting behaviours, elicits in us an internal response. It may provoke anger, compassion, anxiety, sympathy, and  a host of emotions.  What we feel is beyond our control, but it is our ability to look beyond the behaviours and deep into those stories that is the sign of a warm hearted leader.

The term “warm hearted” is associated with qualities such as compassion, caring, understanding and empathy.  We all possess those traits to some extent, though any one of them can be more or less developed in some individuals than in others.  It is the warm hearted person who, equipped with these qualities, has a keen ability to look beneath the surface -beyond a person’s actions and into their underlying intent – and see the world with compassionate eyes.

How often, when we encounter someone who is displaying an inappropriate response, do we  deliberately ask the question: “what is their intent?”.  Is anger more a means of defence than attack?  Is judgement a way to curtail being judged oneself?  It is surprising how focusing on the intent can quickly re-frame the situation and help one to understand another’s actions.

I intentionally referred to understanding a response, not necessarily accepting or tacitly supporting it through silence.  Understanding the rationale for a behavior is the first step in confronting it however.

I believe that warm hearted people are specially equipped to respond to even the most difficult situations – those that provoke anxiety and distress, that negatively impact on interpersonal harmony and that have the potential to harm the mental health and wellness of themselves and others.

Warm hearted leaders have a responsibility to do even more:

  • They are obliged to not only temper their own responses, but empower those around them to do likewise.
  • They have the special ability to look beyond and beneath – beyond the walls that individuals might build or defences they may employ, and beneath the surface behaviors to which we often react.
  • They have the ability to affect climate and foster a culture of compassion.

To do any less is to squander the gifts that have been bestowed upon them.

 

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Value Added Professional Learning: Using Twitter to Enrich the Conference Experience

twitter_appI recently returned from an annual school leaders’ conference.  The format of the conference has remained largely unchanged over the years and followed the traditional approach of keynote speakers followed by breakout sessions catering to more specific interests.

But this year, things were different.  I found the conference focused on relevant topics aligned with my own professional growth objectives, which is what I expected. But what I did not expect was the real time exchange of ideas and observations invisibly occurring amongst Twitter savvy participants which significantly enriched the learning experience.

Participants engage in the sessions in different ways. Some pay rapt attention to the speaker.  Others may take hand written notes to reinforce the message.  Twitter provides participants with another means of engaging in the presentation, and the interactive nature of this resource can result in a rich learning experience

I sense that conference participants who exploit Twitter experience the event on a different level than those who do not utilize this tool.  Conference organizers are becoming increasingly aware of this.  It is becoming more common to see “#conference_name” on registration forms, name tags and the speaker’s podium.  There are numerous helpful articles to assist event planners in embedding Twitter into conferences.

The running dialogue occurring just below the surface has the potential to be extremely helpful in sharing learning reflections, but there is more to it than that.  For those with the ability to exploit this resource, the Twitter enriched conference has the potential to accomplish three things:

  • The collected tweets of people posting their observations comprise notes far more thorough that one person is likely to compile.
  • Tweets enrich the presentation when they provide immediate links to material or resources to which the speaker has referred.
  • It provides unparalleled access to the speaker for follow up.

Participants may choose to exploit this resource or not, but those who are unaware of the potential of Twitter as a conference resource are missing a significant opportunity to enrich their professional learning experience.

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The Right Tools for the Job: Exploiting Technology for Effective School Administration

In his Diffusion of Innovation theory,  Everett M. Rogers identified the characteristics of groups of people based on how rapidly they embraced an innovation.  Though his research was based on agricultural innovation, his theory holds true across disciplines.  Rogers’ five groups of adopters, from the most enthusiastic to the slowest to adopt included: innovators, early adopters, early majority, late majority, and laggards.

Yes, there are laggards in school administration, though I don’t particularly like the connotations associated with that word.  In most cases, those who are slow to apply new educational technologies have been so not because of any lack of skill or talent, but simply because in the complex world of educational administration, competing demands for time can place technology skill development well down the priority list.

Go with what you know…?

“Go with what you know“ can be a comforting concept.  It frequently occurs that we rely on our tried and true skill set.  Ironically, setting aside a portion of the day to become more proficient at exploiting technology for educational administration has the potential to free up valuable hours for the very functions that school administrators often feel they do not have enough time for.

Email overload, and what do do about it.

Take the wonderful world of email. How often to school administrators rely on this as the sole means of communication with staff and colleagues?  While email is an effective tool, it is woefully inefficient as a means of fostering dialogue amongst a group of people.  Yet because it is the tool we all know, it is frequently over utilized as a means of communication.

Ask a group of school administrators if they would like to reduce the volume of incoming email they face each day. The majority would likely indicate a desire to do that.  Show that same group how to use a discussion board however and only a handful, if any, will embrace and enthusiastically exploit this tool.  Whether it be the anxiety associated with trying something new, the comfort that comes with simply using what you already know, or a combination of those two factors, people will generally resort to their current practice unless the new practice is seen as simple and the advantages are made clear.  Unfortunately, not everything is presented in such a manner.

One highly underutlized resource is the above mentioned discussion board.  This tool is far superior to e-mail communication when the focus is on discussion or collaboration.  In a discussion board, all members can see the contributions and replies of all members.  A question posted on the board has the potential to generate multiple responses which frequently build upon each other to create a rich dialogue.

Discussion boards are also the place to post “information only” items.  I am in the practice of posting all in school memos on a discussion board that is accessible only to school staff.   It is my experience that such items frequently generate questions that I did not forsee.  One can be sure that if one person poses a question or seeks clarity about an information item, others were likely thinking the same thing.

We are frequently sent emails from the school district office with the directive to “forward to Science teachers”, or “forward to staff that you feel may be interested in this topic”.  I don’t have the time to do that, and neither does anyone else in my school need to take time to selectively redirect such messages.  We simply place them on the discussion board where the people that need to see such items may do so.

Also underutilized is the simple tool of instant messaging.  This is effective when you are seeking a quick answer to a direct question.  Whether it is by using a web based system that is frequently built in as part of a school district’s communications system or by text messaging with a cell phone, it is one of the most efficient ways to exchange a dozen or so words with someone with whom you need to connect.  It is immediate and avoids placing yet another email in someone’s inbox – an email that may or may not receive the time sensitive attention it deserves.

I realize that discussion boards and instant messaging are neither new nor cutting edge.  Yet I am frequently surprised to observe the extent to which people continue to rely on what they know and fail to use such simple yet effective resources such as these. Email is a great tool, but if it is the only one in your toolbox, you are likely not exploiting readily available communication technology resources as efficiently as you could be.

It takes more than a single hammer to build a house.  Likewise, a variety of tools are required for effective workplace communication.

Take time to make time.

School administrators should not be afraid to try out new resources as they become available.  One needs to critically analyze how any particular resource can impact on the task at hand and to understand that exploring the resource will take time.  However, investing that time has the potential to pay off in the long run.  Developing a repertoire with regard to technology resources will ensure that regardless of the situation, you will have the right tools for the job.

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Intangible Leadership: 5 Ways to Provide “Soft Support” to School Staff

As principal, one has the potential to exert a tremendous amount of influence on the climate of the school.  An effective school administrator is keenly aware of the factors that can impact upon school climate that are too numerous to address here. Instead my  focus is on an overlooked factor to which I refer as “soft support” for school staff.

What I mean by this is that there are subtle ways that a principal can show school staff that they are valued and supported. I believe that many of these things are simply second nature for effective leaders.  Yet, there is value to taking the time to consciously reflect upon our own day to day actions with a view to improving the way we provide support to those with whom we work every day.

The best way for a school leader to provide such support depends a great deal on personal leadership style, as what works for one person may not work for the next.  However, these five would undoubtedly form a sound foundation:

  1.  Be visible. If you walk into a classroom and are noticed, that should be sign to you that you are not making anywhere near the number of informal visits that you should be making.  What should you do when you visit a classroom?  Ideally, you should go through all the steps of a “walkthrough” that is better described in other books and articles.  At the very least, you should connect with a student by asking what he or she is learning today.  Or acknowledge something that the teacher is doing and make a clear connection to student learning.  Ideally, people should be more surprised to see you in your office than in a classroom or the hallway.
  2. Listen.  If you have developed a good rapport with your teachers, you will likely find that they do not hesitate to seek you out to share something that is on their mind.  In my experience, this may be classroom related, but not necessarily.  Over the course of my long career, I have had staff members come to speak to me to discuss topics about which I never imagined they might seek my consultation.  I have always found that they don’t necessarily need answers from me, so I don’t usually offer them up.  Instead, I employ all the reflective listening strategies I have learned over the years and more often than not simply help the person answer his or her own questions.
  3. Do what’s right.  One Friday afternoon, I had a support staff member come to see me about her pay cheque.  It seems the employer miscalculated – an honest error that resulted in a cheque payable for slightly less than she had earned.  Being  late afternoon on a Friday, she meekly suggested she would wait to resolve the matter after the weekend.  I remember her reaction when I stated that this was simply not acceptable as she was entitled to the full amount right then and there. We immediately got down to the business of correcting the error.  She later told me that  making this issue my immediate priority showed her that her work was valued.  To me it was just the right thing to do.
  4. Find out what people are passionate about, then fund it.  I have had numerous conversations with teachers either beginning a new assignment or starting up a new program.  They invariably come to me full of creative ideas and a question: “What kind of a budget would I have to do this?”  My answer has always been: “Your job is to create phenomenal learning experiences for students, my job is to figure out how to help you make them happen.”  Nothing stymies passionate energy like a fixed dollar figure.  There is always a way to make the things that should happen a reality and when teachers are assured that they have your support for this, they are free to let learning, rather than budget, be the focus.  When you can channel that passionate energy into the classroom and teachers know they have your support in making things happen, everyone wins.
  5. Seize the moment.  From time to time there will arise opportunities for you to do some simple thing that speaks volumes about what you stand for.  The challenge is to recognize and act upon them.  I have always said that I will never ask anyone to do something that I myself was not prepared to do.  Whether it is recognizing how to stand by a teacher who is dealing with a classroom management issue, when to provide supervision support, or when to offer to be a silent observer at a parent-teacher meeting, experience teaches us not only what to do and when and how to do it.  Above all, never underestimate the power of the small gesture.

Leaders who believe that their role is to provide support to those around them tend to understand that they are only as effective as the people around them. It is through bringing out the best in others that we bring out the best in ourselves.

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Student-Teacher Relationships: Just One Side of the Coin

There has been a great deal of focus on the impact of building positive relationships in the classroom.  Who can argue that building interpersonal connections is going to do anything but strengthen one’s ability to reach students in a meaningful way?

One does not have to look very hard to discover a wealth of research and literature on this topic.  The link between student-teacher relationship and student learning is clear.  Wonderful things can happen in the classroom where positive relationships occur in concert with high quality instruction,.

The school is a social place, and school organizations are complex webs of personnel.  Every interaction impacts upon individuals who in turn interact with another, and so on. Yet teachers are expected to build positive student relationships despite the environment in which they find themselves.

The principal is central to establishing a positive school climate which sets the tone for interactions throughout the school.  The rapport he or she establishes with the teachers is echoed in the classroom.  Creating a climate of climate of support, encouragement and commitment to learning amongst staff lays the foundation for classrooms that foster student learning.

Most of a student’s time is spent interacting with people other than teachers.  Educational assistants, counsellors, secretaries, custodians and bus drivers are all part of a student’s day.  Of course most of a student’s time is spent interacting with other students.  So what of these relationships?  If they all impact on the student and by extension the classroom as well, what is the role of the principal in not only facilitating positive student-teacher relationships, but a climate and culture that builds positive relationships at every level?

Some of the most important ways to facilitate this may indirect and not immediately apparent.  Building up an “emotional bank account” with people is really not all that difficult to do.  How long does it take to give a meaningful greeting now and then to each bus driver as he or she pulls into the school yard?  Or to engage a custodian in a conversation where you actively listen to what that person has to say?  You can be certain that engaging in positive interactions with everyone in the workplace will have a ripple effect.

And where does the principal find the foundation on which to build? A culture of positive relationships at the district level where school administrators find the support they need from senior administrators and others.    Of course, the only person that one has any control over is one’s self.  Therefore, as a principal the biggest impact you can have on your school is to build relationships with everyone. Setting the tone will resonate at many levels and can positively in ways that you may never have considered.

While it is important to focus on student-teacher relationships, it needs to be said that that is only one side of the coin.  To facilitate the development of these, the principal  must cultivate relationships at every level and at every opportunity.  Example is the best precept.