I can still hear the plaintive voice of my daughter yelling, “Don’t leave meeeeee…!”
The echoes of her call reverberated through the hallway of the school as I quickly dropped her off for her first day of kindergarten, and then ran to my car so I could get to work on time. I arrived at work in a sweat, desperate to know if she had settled and was engaging in the activities of the day. To be clear, we had done all the ‘pre-work’ for kindergarten: we took part in summer library programs, dove into swimming lessons, organized play dates, followed a schedule of early bedtimes, and created morning routines that would mimic the days ahead. We purchased a new backpack, and filled it with crayons, colouring pages, and early readers. We organized healthy snacks, and devised outings that I thought would model her upcoming school days. I really thought I had this ‘entry to kindy’ in the bag!
But the reality was so much different. At the time, I was teaching high school, and it was a rude awakening to discover just how hard the transition to kindergarten was going to be.
As I dropped my daughter off that day, the kindy teacher assured me she was going to be fine; I was urged, perhaps even encouraged, to leave. Better to rip the band-aid off quickly, they say. We followed this ‘routine’ for a few weeks until – eventually – she settled in.
It was not so long ago, but I am pleased to say that entry to kindergarten has changed since then, and that the gradual entry process – although tough on care-givers – offers children and families a gentler transition into school. One thing that struck me about my own child’s experience was observing the role of the Principal that first day. While my daughter was desperately trying to regulate, and the kindy teacher was busy welcoming the fifteen or so other students new to the school, the Principal was there, sitting cross-legged on the ground, playing trucks and blocks with some of the other little ones. She saw what was happening and, looking back, I know what she was doing. She read the context of the room, knew the families, and encouraged the other children to join her play-circle so that the teacher could give my daughter the care she needed.
That, for me, epitomizes one of the many skills of our school leaders. That Principal had the insight to predict and read the situation, and to act upon it. In The Principal 2.0: Three Keys to Maximizing Impact, Michael Fullan talks about the contextual literacy that leaders need to lead schools. Contextual literacy is the “knowledge, understanding and care about the setting in which you are leading” (p63). In a small but meaningful way, the Principal knew that, on the first day of school, the best use of her time was to be in the kindy classroom. I know it made a difference for my child, and I have carried that example with me into my own work as a school leader.
My daughter ultimately experienced a wonderful kindy year, created a strong core group of friends, soared academically and, throughout her entire school career, remained positively engaged in the social world of school.
The first day and weeks of school are a wildly busy time for school leaders; I often liken it to getting a jumbo jet off the ground. We welcome and engage new and returning families, fine-tune schedules, and collaboratively problem solve transportation issues and other dilemmas for families. We have already informally met with PAC and staff to make sure they feel connected, excited, welcomed, and ready for the year ahead. Prior to the arrival of staff and students, we have met with the senior lead teams and are executing the strategic plan.
But how do leaders develop contextual literacy? Notably, if you are new to a school or community, getting to know the ‘lay of the land’ isn’t always easy.
1. Communicate:
Set your communication timeline. It helps families to know when you will send your weekly newsletter. Keep in mind that some families may have their children in more than one school, and try not to overwhelm them with communications. My practice was to send a newsletter every Sunday morning before noon. All information for the upcoming week (WAG), including the year-at-a-glance-highlights (YAG), was included. The newsletter gave me the opportunity to highlight some of the student experiences, introduce new staff, and clarify policies and procedures. Keep your channels of communication open: as Brené Brown tells us, “Clear communication is kind communication.”
2. Host a Welcoming Event:
Organizing a back-to-school event can be an excellent way to connect students with one another, meet and greet families, and let staff and parents get to know each other. It might be a ‘welcome back’ assembly, a BBQ or corn roast, or whatever might best suit your context. And as a dear friend and mentor once told me, food is the great connector. Baking is cheap, and always appreciated!
3. Be Visible
As the weather dictates, don your favourite rain jacket, runners, galoshes, snow suit, or shades and make sure you are outside before and after school, and on breaks. Be visible, and be approachable.
4. Celebrate Diversity and Inclusion
Acknowledging and celebrating the diverse backgrounds of both students and staff fosters an inclusive environment. Take a reflective look at your building. Do the students ‘see themselves’ in the physical building?How can you create an environment that encourages the students and families to see the school as a reflection of the community in which they live?
5. Collaborate
Teachers are experts and have innovative and creative ideas to help build a cohesive school community. One thing I learned in my last school was that all I had to do was ask. Teachers are more than happy to provide ideas and suggestions about creating opportunities to connect. Ask a teacher!
6. Show Appreciation and Recognition
Whenever you can, in big or small ways, show appreciation. Tuck a candy bar in a cubby with a thank you note, personalize a birthday card, access social media to highlight a ‘good news’ story of the day at your school. There so many ways to show appreciation. Do it: it matters. In the words of psychologist, author, and speaker Dr. Jody Carrington, “When we are acknowledged, we will rise.”
I always found the first week of school to be exhilarating and exhausting, all at the same time. The energy of the building is humming, students are nervous and excited to meet new friends and reconnect with old friends. Staff are excited to set the norms in the classrooms and move ahead with the learning agenda. And, you have the great privilege and honour of guiding this work and influencing your school community.
After all the joys, complexities, and puzzles that have made up this first week, be sure that you take some time for you on this first weekend back, to rest and exhale.
I am excited for the work all of you are doing in your schools: it’s going to be a great year!
Dr. Shannon Behan