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On initial exposure to the theory behind leadership, policy, and change, you can
comprehensible manner however, is no simple task. It was Colin Powell who said, "great
leaders are almost always great simplifiers." I do not profess to be a great leader;
explain leadership, policy and change in ever greater detail. How then, are leadership,
question, I came across some key lines from Antonio Machado's poem "Wanderer, There
is no Way." In the poem, Machado writes, "by walking we make the road, and only by
glancing back do we see the path." Unaware of the connection at the time, it is only by
"glancing back" on my first year as a principal, that I see how leadership, policy and
change converged in basically every major decision I made. The following will use my
school's adoption of a two-day cycle as an example to show how policy, leadership, and
even more complex in a K-12 school with shared gymnasium, computer room, and
library facilities for elementary and secondary grades. To add to the complexity,
instruction in grades 10-12 in Saskatchewan is based upon 100- hour courses, while in
the elementary grades it is based upon minutes per week. To accommodate grades 10-12,
my school previously had used a three-day, two-day schedule. In this system, subjects
taken on Tuesday and Thursday are alternated with subjects taken on Monday,
Wednesday, and Friday. To ensure 100 hours of instruction, the days are then swapped in
the second semester. There are two severe flaws with this system. The first is that if
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elementary grades plan on using any of the shared facilities during a set block, they
automatically lose their block with the semester change. The other flaw is that the same
subjects are affected repeatedly by holidays and school events taking place on Mondays
the many varieties of rotating schedules, a two-day rotating schedule, where you
continuously alternate a day one with a day two, appeared be the easiest to implement.
Looking back now, it is clear that policy, leadership, and change issues were all present in
or attempting to resolve a large spectrum of interrelated problems. First of all, like many
rural schools, our enrolment continues to erode. As a result, one full-time teacher was cut
from our high school staff. This led to the problem of delivering the same complete high
school program with one less teacher. Another problem was the present schedule itself.
holidays, and school functions. Related to the current scheduling problem was the fact
that elementary teachers could never schedule blocks of physical education in the
afternoon because they would always get bumped out of their block at semester
the morning during what they perceived to be "prime" learning time. Adding to this
problem, elementary teachers were still bitter from a four-year-old move that they had to
make into the high school when the elementary and high schools were combined.
Elementary teachers had always felt that, since their move, elementary school issues were
ignored. To add to the complexity, our school had to provide an industrial arts class once
per week to the intermediate students of a neighbouring school who had also lost a
teacher because of declining enrolment. Clearly, our move to a two-day cycle had a basis
Hope (2002) suggests that new policies represent a shifting of priorities. Looking
back on our move to a two-day cycle, there is little doubt that, with the new timetable,
our school's priorities are different. To summarize, there is greater emphasis on the needs
of our elementary grades than there ever has been before. This simply reflects the
changing demographics of our school in that our elementary grades now make up three-
quarters of our school population. The new timetable allows for elementary physical
education to be scheduled in the afternoon without interruption. It also allows for the
primary grades to have greater and uninterrupted access to the library and computer lab.
With greater emphasis being placed on elementary needs, the image of our school will
likely transform from being solely a high school to more of a "community school." An
added side benefit to this transformation, is that the community school model is what is
being advocated by Saskatchewan Learning in their School Plus mandate (Sask Learning,
2001). Therefore the decision to move to a two-day cycle was made in part, because of
shifting priorities.
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In both Pal (2001) and Hope's (2002) definition of policy, intervention to address
the problem is a central component. The intervention in this case was of course
developing the timetable itself. It is interesting to note however that this course of action
started a chain reaction of interventions, all aimed at addressing the previously stated
problems. For example, to make the two-day cycle operable, the English 20 and 30
classes had to be combined as did the Grades seven, eight, and nine physical education
classes. In addition, our high school students now must rely in part, on on-line courses to
fulfill their objective requirements, and I must now be accredited in English in order to
teach the senior English component. From this experience, it easy to see now that a two-
day cycle is more than just a timetable, it is in fact, a course of action aimed at resolving
While policy can be defined by what it does, it can also be defined by what it does
not do. For all that our timetable does, it no longer offers Calculus 30 or French 30. It
also does not offer high school physical education in the afternoon. Our inaction in these
areas again sends the message that our school is shifting its emphasis and allocating more
Information Processing is not being offered as a class with this timetable. Implicit in this
unwritten message is that information-processing skills are better embedded within the
curriculum than taught as a separate class. Finally, our school division does not allow for
teacher preparation time; however, when the school was over-staffed, it was routinely
assigned. The new schedule does not include prep time. This represents a re-alignment
of school and division policy. Our two-day timetable then, can be understood as much by
Policy can come from different sources. Our two-day cycle timetable is an
excellent example of this. For instance, our schedule must be able to deliver the
programming that is mandated by Sask Learning. It must also allow our school to
educate children and youth while developing the whole child and support the delivery of
such services such as health and justice. This is to fulfill the vision of the school as set
out in Saskatchewan's School Plus initiative (Sask Learning, 2001). There is also related
division policy regarding programming, and my personal beliefs, opinions, and biases.
All of these sources come together in our timetable in what could be called an alignment
of policy. Therefore, while I didn't think of it as such at the time, looking back I can see
that in creating a timetable based on a two-day rotation, I was really creating a policy
framework in which I was the policy maker, and the staff and students policy takers (Pal,
2001).
In describing principals as leaders, Schiller (2003) notes that there are initiator
principals who demonstrate a strongly held vision of where their schools are going and
what is best for their students, who have high expectations, and who make expectations
Again, looking back, there is little doubt that my vision of what education in a
rural school should be, permeated my decision to move towards a two-day cycle. Having
taught in a First Nation's run school where literacy rates were poor, I witnessed first hand
the devastating effects this could have on both the school and community in general. At
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dysfunction can occur (Heward, 2003). Therefore, in my vision of education, the primary
focus of the elementary grades is to build adequate literacy skills. To add to this, the
elementary teachers claimed that they noticed a significant reduction in literacy skills in
the years following the move to the high school. While not researched extensively,
Canadian Tests of Basic Skills results in recent years seem to validate this claim. All of
this had an impact on shaping our new timetable, as there was a definite shift to taking
care of elementary needs first. This is exactly opposite of what had been occurring in the
years leading up to the two-day cycle. In a similar manner, my vision of rural de-
population helped construct the new timetable. In my view, we will continue to lose
students from our high school to the larger, better equipped urban schools so much so that
will always have however a core of students for whom travelling long distances to high
school is unrealistic. In this situation, I feel on-line courses have immense potential. As
a result on-line courses are now scheduled into the new timetable in advance of this
arrangement becoming a necessity. By being proactive in this area, I hope to break what
Fullan (1998) describes as "context for dependency" where as a school we wait for a
In setting expectations for the two-day cycle, Pete Rose, the famous baseball
player, comes to mind. As he entered the 1985 season, Rose was 78 hits away from
breaking Ty Cobb's all time hits record. When asked by reporters how many at-bats he
thought he needed to break the record, Rose responded with an unequivocal "78"
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(Spilchuck, 2001). Rose obviously set high standards for himself, which explains, in
large part, his success as a baseball player. The same was true in creating our timetable.
programming and strains the resources of the school. At no point did I entertain the idea
that a two-day rotation was unfeasible. I had seen it work in other places, and knew that
somehow our timetable needs could fit within it. Had I allowed the idea to enter my
mind that the two-day rotation was not going to work, I most certainly would have found
ways to make it fail. Instead, I embraced the idea and communicated to staff my belief
that a rotating schedule would improve our school. The very fact that I embraced the new
timetable added legitimacy to it (Hope, 2002). The fact that staff and students had input
into the timetable helped convey my expectations regarding the timetable to them, and
Fullan (1998) speaks of leaders as being people who fight for lost causes, or
people who instill hope. I have already mentioned the perilous situation of many rural
high schools including ours. Realistically the trend of rural de-population is not likely to
reverse itself and many rural high schools will simply not survive. Is this a lost cause?
Probably; however, I have seen many students from rural schools bring with them a
sound education, work ethic and moral base that serve them well after graduation. Is this
a lost cause worth fighting for? Again, the answer is probably. In a very small way, being
proactive with timetable creation, sends a hopeful message that our school can be re-
defined within the context of a new reality, and that we are indeed connected to a larger
communication, and hope play a significant role in the daily decisions of a school
administrator.
which to understand how to more effectively bring about change. Once in a while,
however, an element of change, such as our two-day cycle, is introduced with relative
ease. This also becomes an equally valid opportunity to learn about change and formulate
Although as Bolman and Deal (1997) point out individuals will often get blamed
when the real issues are systemic, structural factors were in place that favoured the
introduction of a new timetable at my school. In this case, the old timetable had serious
and visible structural flaws. The old method of scheduling was not fair to the elementary
students and several high school subjects. The staff identified these flaws, and was
therefore more favourable to changing them. Bolman and Deal (1997) also point out that
people do not function well without structure or a clear definition of roles. In the past,
teachers had to wait until late August to find out their teaching assignment for the coming
year. This time however, as a side benefit to working on a new timetable structure,
teachers were able to find out their assignments in early June and thus their roles within
the new two-day cycle were clearly defined. With roles clearly defined, resistance to the
new structure diminished. In terms of a standard for change, important lessons were
learned regarding structure. First of all, it easier to change if there are visible weaknesses
in the old structure and consensus about the weaknesses has been reached, and secondly,
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it is easier for people to accept change if they know what their roles will be in the new
structure.
I have found in working with the new timetable, that a "common devil" does pull
people together (Bolman & Deal, 1997). In this situation, declining enrolment and
outside politics meant that our staff suffered a reduction of one full-time equivalent
teacher. Members on staff accepted the economics, and the fact that this personnel move
was necessary and therefore rallied to produce an inside solution (new timetable) to an
externally created problem (common enemy). As far as this being a standard for change,
the lesson to take away is that when implementing change, create an issue around which
side. Elementary teachers had felt for four years that their issues had been ignored in
favour of the high school. Some had even displayed a defeatist and cynical attitude,
thinking that their issues and concerns would never be addressed. These same people
became strong supporters of the proposed change once they realized that the change
would address their historical agenda. A lesson here about implementing change is to
periodically review historical issues that have gone unsolved. In many cases unlikely
After witnessing the implementation of new two-day cycle, I believe there are
policies, structures and institutions that are more easily changed than others are. Bridges
deciding on, the end of the status quo may be difficult to do. I found that with creating a
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new timetable, there is a definite end to the old that is quite visible to all. All school
years come to a close providing a unique opportunity to start fresh every September. In
this case as well, there was the added factor of a critical incident (loss of a teacher) to
mark the end of the status quo. After getting people to let go of the old, many change
initiatives stall in what Bridges (1991) describes as the neutral zone. In the neutral zone,
people can become paralyzed because they have left familiar territory, but have not yet
arrived in the new. In implementing a new timetable however, the neutral zone is
"neutralized." Teachers left in June following the old timetable and will return in August
fully immersed in a two-day cycle. There is not really any time in-between for staff or
students to lament the previous year and fear the new. Therefore, to use this experience
to identify structural weaknesses in the status quo and ensure that roles in the new
implementing change, and then work to find an internal solution to the problem. It is also
helpful to re-visit historical issues and build alliances with unlikely sources to further
your change initiative. Finally, it is helpful to be able to symbolically bring about the end
to the status quo and minimize the neutral zone in implementing change. All of these
Thus, in looking back on the path created, I better understand how policy,
leadership, and change are connected within the decisions I make as a school principal.
Decisions are policy. Like policy, decisions, such as scheduling sometimes address a
complex set of problems, and can represent a shift in priority. Administrative decisions
set in motion a course of action, and in so doing also defines a course of inaction. Both
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send messages about where the administration stands on certain issues. Also like policy,
administrative decisions come from different sources such as provincial and municipal
governments. Decisions are also about leadership. They represent vision, they set
expectations, and they fight for causes. Finally, decisions are about change and when
implemented effectively, become standards for change. Therefore, I knew was going to
be a principal, but what I wasn't told is that that term is synonymous with policy maker,
References
Bolman, L. & Deal, T. (1997). Reframing Organizations. 2nd ed. Jossey-Bass pp. 354-376
Fullan, M. (1998). Leadership For the 21st Century: Breaking the Bonds of Dependency.
Educational Leadership 55, 7. Retrieved July 22, 2003, from,
http://www.ascd.org/readingroom/edlead/9804/fullan.html
Saskatchewan Learning (2001). School Plus A Vision for Children and Youth. Final
report to the Minister of Education Government of Saskatchewan. Retrieved
August 3, 2003, from http://www.sasked.gov.sk.ca/k/pecs/splus/index.htm