Review- It's Being Done by Karin Chenoweth

It's Being Done, by Karin Chenoweth, takes a look at many school s that have high poverty rates, but are also scoring above average on state tests (Chenoweth, 2007). When reading about all the amazing things that these schools were doing, one common aspect seemed to surface at most school sites. Staff buy in was crucial. Not only was staff participation a major factor, but the principal seemed to be the driving force as well behind the momentum. The various campuses had prided themselves on their ability to provide a welcoming environment for the students, staff, and families. This humanistic element brings out the heart and soul of all those involved in the ultimate goal of the student's success.

When reading school scenario after scenario, I feel inspired. I want to be the type of leader that is present at many of these schools. It is important for a leader to be able to rally the troops, so to say. A principal needs to be able to relate to the certificated and classified employees as well as students and their families. This relationship will be the foundation of building a school that promotes a conducive environment to learning. The principal of Oakland Heights Elementary School, Sheri Shirley, said, "There have been many innovative leaders who were unsuccessful because the staff was not willing to follow their leadership" (Chenoweth, 2007, p.46). At Lincoln Elementary school the teachers attributed their success to their principal, George Albano (Chenoweth, 2007, p. 62).

When relating with staff, specifically classified employees or support staff, it is vital for the administrator to make a connection and build a rapport. Many certificated employees tend to have an attitude that they are superior to classified staff due to their education and training. The principal needs to create a climate that promotes unity and teamwork. Our classified employees are the foundation of our schools. I have seen sites where they do only what is required of them to sites where they are coaching, part of the PTO, and volunteering in many school activities and functions. As a school principal, I would like to not only build a relationship with my support staff, but also try to educate them on what is going on in the classroom. Many have no idea about the curriculum that is taught or what goes on in the classrooms. Having classified staff in the classroom to observe and be part of staff development training, will help to build the link between the office and the classroom. They will be able to tell parents what is going on from their own experience and not just hearsay or guessing.

Certificated staff is the majority of the staff at a site. It is imperative that the principal is able to have a vision and share it with her staff, especially the teachers. They are the ones who are the primary contact for the students and can make a colossal difference on their achievement. The principal of Frankford Elementary School, Brittingham, said, "It is a hard process, but it's achievable. But first you have to believe it's achievable" (Chenoweth, 2007, p. 18). This is the attitude that the principal needs to instill in his/her staff. They need to lead the fight to improve students' test scores.

I remember going to a school that had a great reputation. The staff members loved working there and the principal, Mr. Conte, was held in high esteem. I was coaching a basketball team and was there for a game. The referee walked over to me and I realized that it was Mr. Conte. I later found out that he refereed every home game. He also knew most students by name because he greeted them at the gate, ate lunch with them, and participated in special classroom activities. This is another example of a leader whom I would like to model after. Von Sheppard, principal of Dayton's Bluff Achievement Plus Elementary School, said, "The first things I had to change were the atmosphere and the expectations" (Chenoweth, 2007, p. 76). After taking on principal-ship at Dayton, Sheppard was implementing in being the change agent for how the staff took on "we're in it to win" attitude. Principals like this make a difference.

Another key factor in these high performing schools is the ability to inspire students to buy into the school vision. Principals like Mr. Conte and Mr. Sheppard have built relationships with their students. They have helped to create a school culture of achievement. Assisstant Principal, Barbara Preuss, believes, "You need to create a vision across the school" (Chenoweth, 2007, p.92). When administrators and teachers know students by name, it makes them feel important. In high achieving schools, students know what is expected of them and can tell anyone what the school