1. Support for Inservice Administrators: What They Need Margaret Kelly Carroll, Ed.D., Professor Saint Xavier University, Chicago,IL

2. Abstract New administrators often fail to live up to their potential, make mistakes that hurt their careers, or stumble unnecessarily because they don't have someone to whom they can take their problems. This research poster session will present the researcher's experience as an external mentor for several principals and assistant principals, noting areas of common concern as well as individual and specific issues.

3. Research Context Conyers (2004) noted that new administrators often fail to live up to their potential, make mistakes that hurt their careers, or stumble unnecessarily because they don’t have someone to whom they can take their problems. He believes that even when there is a system of mentoring or other support, administrators may be unwilling to seek assistance because they do not want to be perceived as weak or incompetent.

4. Research Context (cont.) Mentoring programs may not be effective due to problems in pairing of persons, philosophical and time differences as well as passing on outmoded advice (Southworth, 1995). Assistant principals may be hired specifically because they differ from the principal and will fill different roles as a result. This could result in incompatibility in terms of seeking advice. Further, assistant principals do not want their principals to view them as not competent to act in the absence of the principal, reducing assistance seeking.

5. Research Context (cont.) The consequences are serious as Davis (1998) reports that the result may be the firing of administrators who do not prove their worth. Principals, like their assistants, may also avoid seeking advice from regional administrators or district level administrators. While wanting to avoid appearing to be incompetent, they may, in fact, make incompetent moves or decisions that result in loss of the job they are trying to protect!

6. Issues Faced by Principals Evaluation of faculty Competing mandates (Example: Increased inclusion simultaneous with NCLB requirements) Motivation of faculty Unmet needs of students Limited resources Poor performance by assistant principal

7. Risks of Pursuing Solutions to the Issues Faced by Principals If assistance is sought from superintendent or regional administrator, is this a sign of incompetence or failure to be prepared for the job? If assistance is sought from the assistant principal, does the assistant principal see this as inadequate leadership? While one issue is being addressed, are others fanning to flame? Where does one find encouragement?

8. Issues Faced by Assistant Principals Fulfilling roles set by someone else (principal) Evaluation of faculty Competing time demands Unclear boundaries, particularly in the absence of the principal Discipline

9. Risks of Pursuing Solutions to the Issues Faced by Assistant Principals If assistance is sought from the principal, is this a sign of incompetence or failure to be prepared for the job? If assistance is sought from the superintendent or regional administrator, does the principal see this as failing to follow channels? What if the principal is incompetent? Where does one find encouragement?

10. Role of Outside Mentor Listen carefully Avoid repetition of comments to others Provide examples of similar situations at other schools in the history of the mentor’s experience Connect at a personal level, that is, not to treat the concerns as insignificant, foolish, or so common as to resist solution. Provide information from the research literature that may be responsive to the concerns expressed. Avoid providing advice in a dictatorial or “I have all the answers” manner.

11. Methods of Communication Initial relationships are built in face-to-face interaction. Ongoing contact can be easily maintained via email. Some administrators are more comfortable corresponding from an email that is not their school e-address so as to avoid the worry of their search for assistance being tracked. Periodic face-to-face interactions tend to increase the level of trust and the positive outcomes of communication.

12. Outcomes By being able to talk things out, without fear of recrimination or insecurity about the opinion of the listener, administrators are often able to clarify their concerns and develop their own solutions With the support of research information that might not have been at the fingertips of the administrator but is provided by the mentor, the administrator can use existing information to make informed decisions. Because each administrator is an individual and the listening/advice is provided individually, administrators are not expected to wade through volumes of information that may not even be pertinent to find the few salient pieces of research that apply to their situations. Relief at solution development may lead to general feelings of competency and confidence that inspire future successes, even when the mentor is not available.

13. Disadvantages How does one acquire an external mentor? The mentor is only available periodically and might not meet the needs of the administrator. Because the mentor is not a policy maker or supervisor, advice is merely that, not a decision that relieves the administrator of responsibility.

14. Advantages Administrators who have worked with an external mentor note that they are more comfortable going on to independent decision-making after a number of successful decisions Administrators report that they are comforted to know that others face crises and problems similar to theirs, not because misery loves company but because they realize that they rarely have caused the problem; there is a certain universality to administrative concerns. This is apparent through access to the research literature as well, which many administrators do not consult, citing time constraints.

15. Personal Statement I have had the opportunity to act as an informal mentor to a number of administrators in schools to which I have been assigned as a consultant for a grant. I am in the building and become a known and trusted quantity because of my work with staff development and provision of research- based workshops. Technology (email and website) affords me the opportunity to continue periodic contact with the administrators for whom I have acted as a mentor. The right/need of school personnel to feel competent and confident appears to be enhanced with the support of external mentoring. Are you thinking that we each could use such a person in our professional lives?