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A Tale of Two School Principals
"A Tale of Two School Principals and the Superintendent who Wanted to Lead Them" is a tale about leadership. Using a school district as its focal organization, the book describes how four simple yet amazing questions help a school district superintendent become an effective leader. However, the lessons that this "tale" imparts are applicable to any organization and any key priority. Accordingly, whether you work in a school district, a hospital, a university, a municipality-or any other establishment that has strategic objectives and staff who need to embrace them-A Tale of Two School Principals provides the tools to ensure your strategic objectives jump off the shelf, motivate staff and impact on the direction of the organization.
170 pages, Paperback
First published October 17, 2014
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3 people want to read
About the author
Chris Bart
17 books1 followerDr. Chris Bart is the world's leading expert on Mission Statements and how organizations can more effectively use them to become "mission driven" and capture the elusive "mission mystique".
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Displaying 1 - 5 of 5 reviews
November 30, 2015
“A Tale of Two School Principals: And the Superintendent Who Wanted to Lead Them” by Dr. Chris Bart and Margot Trevelyan, provides a successful strategy to develop the necessary leadership skills to run any educational establishment.
By answering four basic questions, this book assures that whoever is in charge of the team, will find the right tools to meet long term goals through positive leadership.
This book is a unique guide, not only because of the answers it provides, but due to the way it is told. The fact that it is written as a story makes it easy to understand and to follow the authors’ thinking process.
I would recommend this book to all the current and future leaders of educational establishments, it should become a must-read for all of them, and the four questions process should be mandatory in schools.
By answering four basic questions, this book assures that whoever is in charge of the team, will find the right tools to meet long term goals through positive leadership.
This book is a unique guide, not only because of the answers it provides, but due to the way it is told. The fact that it is written as a story makes it easy to understand and to follow the authors’ thinking process.
I would recommend this book to all the current and future leaders of educational establishments, it should become a must-read for all of them, and the four questions process should be mandatory in schools.
March 17, 2016
In the Preface, authors Chris Bart and Margot Trevelyan state the purpose of A Tale of Two School Principals - And the Superintendent Who Wanted to Lead Them: “… the book describes how four simple yet amazing questions help a school district superintendent become an effective leader.”
The protagonist of this tale is Rachel, a newly appointed assistant superintendent. Her challenge is to help two principals – John and Stacey – to meet their school district’s expectations regarding parent engagement. Recent audits indicated that parents at John and Stacey’s schools felt neither welcomed nor valued. As well, at both their schools, the number of parents attending school events was dropping while the number of student suspensions was rising.
Rachel arranged breakfast meetings with John and Stacey, and through the mentoring of “the wise old man” of her district – another assistant superintendent named Fareed, she focused on 4 questions to lead these 2 under-performing principals.
The First Question:
The first question posed is “Do these principals know what to do?” (10) Ensuring that the principals knew what to do involved communicating effectively with them. First, a leader needs to make certain that “The message containing what people are expected to do is sent,” and next, “Test for whether it has actually been [received].” (29) To these purposes, Rachel had John and Stacey commit the district’s Parent Engagement Policy to memory, asking them at each meeting to repeat it. She also asked them to complete a quiz on the policy.
Once a leader is certain that the message is both sent and received, the next step is for the leader to go deeper and ensure that the message is fully understood. The latter is best done by tapping into “… the creative and intellectual capital of all staff” and asking them to operationalize (“visualize”) the message by coming up with “specific” and “measurable” ways to demonstrate their understanding of it in their day-to-day practice. (39)
Baesd on Fareed’s advice, Rachel works with John and Stacey to create a PET list (parent Engagement Task list) so that these 2 principals can put their new understanding into practice.
The PET list includes such actions as:
- 48-Hour Rule – Tell a parent calling with a concern that [the principal] will call him or her back
within 48 hours; (56)
- Listen carefully [and attentively] to Parents - Monitor progress [on this] once a month through
an online survey. (51-52)
- Parent-Teacher Meetings: A week before parent-teacher meetings, phone 10 parents who have never met with their child’s teacher and issue a personal invitation to attend.
The Second Question:
When Superintendent Rachel reports back to Fareed that the 2 principals have made little progress on parent engagement despite knowing what to do, Fareed introduces the second question: “Do they know why they should be doing these things?” (66) Realizing that John and Stacey don’t fully understand why parent engagement is important, Rachel proceeds to explain to them that, ultimately, they will be out of jobs unless parents have enough confidence in their schools to continue to send their children there, and that such confidence only comes when parents feel welcomed and included in their children’s school. Furthermore, she argues that, as principals, they are the key people to create a parent-friendly culture in their schools. Lastly, she volunteers to share with them research “… on why engaging parents is vital to a child’s education and learning.” (74)
The Third Question:
In response to Rachel’s frustration that John made only modest progress and Stacey next to none on completing the parent engagement tasks they had agreed to complete, even after she convinced them of why parent engagement was important, Fareed states the third question: “But do they know how to do it?” (92) His point is that they might not yet have the competence required to complete the tasks. Thus, he asks her, “… has John or Stacey ever had professional development in doing the things they have committed to doing?” (97) Fareed then uses a convincing analogy: “Just because someone says they know why the ability to swim is important doesn’t necessarily mean they actually know how to do it.” (98) Finally, he emphasizes that one of the most important things that a leader can do is “...to help drive out the fear [that staff have] when you ask them to do something new or unfamiliar.” (100) Heeding the advice of “the wise old man”, Rachel offers to provide training in active and reflective listening for John and Stacey in order to help them “…know how to listen to parents with attention and respect.” (107)
The Fourth Question:
With somewhat mixed results (John showing steady improvement but Stacey still demonstrating little commitment), Rachel returns yet again to Fareed, who asks the fourth question: Do they know that they should care about doing [the parent engagement tasks]?” (113) Fareed then explains that, first, the two principals need to know that “…they are being measured regularly in terms of their responsibilities.” (113) He adds though that sometimes people need more to motivate them than just the feedback the leader gives them on how well they are performing. They also often need to know the consequences associated with either performing or not performing. A particularly effective positive consequence he recommends is personal recognition that is sincerely given when a team member performs well. (116) Fareed concludes this mentoring session with Rachel by providing the following summary: “…when people know the what, the why, and the how of their job, they will usually do what you ask them to do because you’ve helped them feel both competent and confident in doing it.” (118)
The Final Lesson:
Unfortunately, only John follows through on completing all the tasks the group had identified to increase parent engagement. Stacey, on the other hand, does not. Fareed remarks of Stacey that “She just doesn’t get it!” (143) When Rachel asks him what he means by this, he elaborates, “I mean that Stacey’s personal value system and attitudes appear to be so damaged or corrupted that, despite your best efforts …she is prepared to dig in her heels and defy your best attempts to help her….” (144) Though Fareed states that a “…great leader always blame herself first” when a team member isn’t succeeding, and works hard to support the team member, ultimately, if the leader provides mentoring on the what, the why, and the how of the job and makes clear the consequences of not performing, and the team member still fails to perform effectively, then the responsibility lies solely with the team member, and the leader should “avoid” him/her and, instead, “find, keep, and motivate” all the cooperative team members she/he can find. (144) Thus, Rachel offers, and Stacey accepts, an early retirement package.
The protagonist of this tale is Rachel, a newly appointed assistant superintendent. Her challenge is to help two principals – John and Stacey – to meet their school district’s expectations regarding parent engagement. Recent audits indicated that parents at John and Stacey’s schools felt neither welcomed nor valued. As well, at both their schools, the number of parents attending school events was dropping while the number of student suspensions was rising.
Rachel arranged breakfast meetings with John and Stacey, and through the mentoring of “the wise old man” of her district – another assistant superintendent named Fareed, she focused on 4 questions to lead these 2 under-performing principals.
The First Question:
The first question posed is “Do these principals know what to do?” (10) Ensuring that the principals knew what to do involved communicating effectively with them. First, a leader needs to make certain that “The message containing what people are expected to do is sent,” and next, “Test for whether it has actually been [received].” (29) To these purposes, Rachel had John and Stacey commit the district’s Parent Engagement Policy to memory, asking them at each meeting to repeat it. She also asked them to complete a quiz on the policy.
Once a leader is certain that the message is both sent and received, the next step is for the leader to go deeper and ensure that the message is fully understood. The latter is best done by tapping into “… the creative and intellectual capital of all staff” and asking them to operationalize (“visualize”) the message by coming up with “specific” and “measurable” ways to demonstrate their understanding of it in their day-to-day practice. (39)
Baesd on Fareed’s advice, Rachel works with John and Stacey to create a PET list (parent Engagement Task list) so that these 2 principals can put their new understanding into practice.
The PET list includes such actions as:
- 48-Hour Rule – Tell a parent calling with a concern that [the principal] will call him or her back
within 48 hours; (56)
- Listen carefully [and attentively] to Parents - Monitor progress [on this] once a month through
an online survey. (51-52)
- Parent-Teacher Meetings: A week before parent-teacher meetings, phone 10 parents who have never met with their child’s teacher and issue a personal invitation to attend.
The Second Question:
When Superintendent Rachel reports back to Fareed that the 2 principals have made little progress on parent engagement despite knowing what to do, Fareed introduces the second question: “Do they know why they should be doing these things?” (66) Realizing that John and Stacey don’t fully understand why parent engagement is important, Rachel proceeds to explain to them that, ultimately, they will be out of jobs unless parents have enough confidence in their schools to continue to send their children there, and that such confidence only comes when parents feel welcomed and included in their children’s school. Furthermore, she argues that, as principals, they are the key people to create a parent-friendly culture in their schools. Lastly, she volunteers to share with them research “… on why engaging parents is vital to a child’s education and learning.” (74)
The Third Question:
In response to Rachel’s frustration that John made only modest progress and Stacey next to none on completing the parent engagement tasks they had agreed to complete, even after she convinced them of why parent engagement was important, Fareed states the third question: “But do they know how to do it?” (92) His point is that they might not yet have the competence required to complete the tasks. Thus, he asks her, “… has John or Stacey ever had professional development in doing the things they have committed to doing?” (97) Fareed then uses a convincing analogy: “Just because someone says they know why the ability to swim is important doesn’t necessarily mean they actually know how to do it.” (98) Finally, he emphasizes that one of the most important things that a leader can do is “...to help drive out the fear [that staff have] when you ask them to do something new or unfamiliar.” (100) Heeding the advice of “the wise old man”, Rachel offers to provide training in active and reflective listening for John and Stacey in order to help them “…know how to listen to parents with attention and respect.” (107)
The Fourth Question:
With somewhat mixed results (John showing steady improvement but Stacey still demonstrating little commitment), Rachel returns yet again to Fareed, who asks the fourth question: Do they know that they should care about doing [the parent engagement tasks]?” (113) Fareed then explains that, first, the two principals need to know that “…they are being measured regularly in terms of their responsibilities.” (113) He adds though that sometimes people need more to motivate them than just the feedback the leader gives them on how well they are performing. They also often need to know the consequences associated with either performing or not performing. A particularly effective positive consequence he recommends is personal recognition that is sincerely given when a team member performs well. (116) Fareed concludes this mentoring session with Rachel by providing the following summary: “…when people know the what, the why, and the how of their job, they will usually do what you ask them to do because you’ve helped them feel both competent and confident in doing it.” (118)
The Final Lesson:
Unfortunately, only John follows through on completing all the tasks the group had identified to increase parent engagement. Stacey, on the other hand, does not. Fareed remarks of Stacey that “She just doesn’t get it!” (143) When Rachel asks him what he means by this, he elaborates, “I mean that Stacey’s personal value system and attitudes appear to be so damaged or corrupted that, despite your best efforts …she is prepared to dig in her heels and defy your best attempts to help her….” (144) Though Fareed states that a “…great leader always blame herself first” when a team member isn’t succeeding, and works hard to support the team member, ultimately, if the leader provides mentoring on the what, the why, and the how of the job and makes clear the consequences of not performing, and the team member still fails to perform effectively, then the responsibility lies solely with the team member, and the leader should “avoid” him/her and, instead, “find, keep, and motivate” all the cooperative team members she/he can find. (144) Thus, Rachel offers, and Stacey accepts, an early retirement package.
January 19, 2016
As someone with a career in an educational setting, this book could not have been more enlightening for me. Though the title, “A Tale of Two School Principals and the Superintendent who Wanted to Lead Them” doesn’t sound like your typical strategy-type book – it certainly is. Well, actually, it is that and more. Told in the form of a story, the authors, Dr. Chris Bart and Margot Trevelyan, take readers not just through an eye-opening and educational process, but through a journey. You take this journey along with, as the title suggests, two school principals and a superintendent. First and foremost, their story is one of leadership and the skills that are necessary to run a school or a team. The process begins with four very simple questions that are slowly answered by each character as the story progresses. In this way you can how the ideas form and how the thinking process expands. I can easily see this four-question process applying not only to leaders in the educational system, but to leaders in any organization! The idea is that each and every organization has key objectives and the staff should be embracing them. This book includes all the tools one might need to jumpstart and motivate leaders and team members. I won’t give away these specific questions in an effort to avoid any spoilers and additionally, because the questions are best explained within the context of the book itself. That being said, you won’t regret buying this book. It is easy to read due to its story-like set up and will never be a bore or chore to read. At the same time, you will find yourself having “A-Ha” moments, highlighting sections, and even dog-earing some of the pages. You might find it is more enlightening than any other book you’ve picked up before in regards to leadership – especially within the educational system, although like I said before, not limited to it. At this point, I’ve already mentioned the book to some colleagues who I certainly know will benefit from it. I honestly think it should be required reading for those in higher, senior leadership positions, just because I think it will open their eyes to a new and successful way of doing things. In the story itself, you see the superintendent learn to guide and lead the staff and the two principles likewise learn how to become much, much better at their own jobs. The possibilities if you apply these four questions to your own career could result in limitless growth – and I mean that. I’ve already started applying them myself and I can see the changes already starting. I feel more courage when it comes to taking control of my job and the leadership that I have been given. I feel more able to lead my employees and encourage my colleagues. Another important thing to note is this book, while focusing on leadership, always keeps student success as the motivational concept driving everything – and that is amazing. If you are hesitating to purchase this book – don’t! It will help you in ways you don’t even expect!
December 8, 2015
“A Tale of Two School Principals: And the Superintendent Who Wanted to Lead Them” by Dr. Chris Bart and Margot Trevelyan is written a bit like a story. However unlike a story it actually provide answers and advice to those in leadership roles in schools. I am currently a psychology student and a school counselor so I found this book to be particularly interesting. I have already decided to mention it to a few of the people that I know at work. I believe that this book would truly benefit those in leadership roles as it would teach them to be better leaders. My favorite aspect of “A Tale of Two School Principals: And the Superintendent Who Wanted to Lead Them” was the fact that it was told like a story. I really liked this as it made the book interesting to read and it made me want to keep reading not just to learn more, but to find out the ending of the story.
January 30, 2016
I have received this book at no cost to me to provide an honest review. -Lisa
The tale of two cities… Oh sorry. The Tale of Two Principles and the Superintendent that Wanted to Lead Them is a short book and quite easy to read. The assistant teaches the new recruit. The story is quite easy to understand. Do not let it fool you! The book is boring! It is informative! It reveals the path to leadership, ownership, and cooperation. Anyone that has supervised a family, children, teachers, employees, anyone understands the need to communicate for success. Practice daily and know the person standing next to you. The power of this methodology in this book can be applied to various groups that need motivation. The approach in this book is so simple I am embarrassed I did not know the process of guiding others toward a single goal.
The tale of two cities… Oh sorry. The Tale of Two Principles and the Superintendent that Wanted to Lead Them is a short book and quite easy to read. The assistant teaches the new recruit. The story is quite easy to understand. Do not let it fool you! The book is boring! It is informative! It reveals the path to leadership, ownership, and cooperation. Anyone that has supervised a family, children, teachers, employees, anyone understands the need to communicate for success. Practice daily and know the person standing next to you. The power of this methodology in this book can be applied to various groups that need motivation. The approach in this book is so simple I am embarrassed I did not know the process of guiding others toward a single goal.
Displaying 1 - 5 of 5 reviews