The C 30 has been a great vehicle to do part time work. It is nimble, easy to park and maneuver to places. These characteristics are important if you are not familiar with the area you are working in and if you are on call.

This year, I have been engaged by the school district to assist schools when the principal in a school without a second administrator needs to take a leave for more than 1 or 2 days. There might be a family emergency or some other need for an administrator to take some time. I have enjoyed the 3 schools that I have been at this year. The longest stretch has been for 9 days so far. The thing I notice most is that the details and faces and names may be different but the issues that come up are very familiar.

Each school had an administrative assistant that quickly helped me to learn the daily operational processes of the school day. The schools were full of happy students and hard working staff but it also did not take long to recognize the student that is quick to anger or the student that requires attention on a regular basis. There were students on fringes not fully engaged and there were students who showed great leadership. Anytime people are gathered things happen and issues arise that need to be dealt with. I felt quite comfortable dealing with discipline issues that arose during recess and lunch. For most students it was mainly about teaching them that there was always many sides to a story. It is great to be able to practice the administrative arts in this way.

It has been busy at each school and I use what I know about narrative theory in school administration to become an appropriate part of the school culture. I try my best to make a connection with students and staff quickly. I make sure that I visit each class every morning and once in the afternoon. I give the students something to remember me by. At one school during the winter I wore a red toque everyday to welcome student and while I was on yard duty. I became “the funny man in the red hat”. In another school I took my guitar around to each class and taught them some of my favourite songs. I spent time in each class teaching something. In some primary classes, it was just my quiet hello and goodbye signal. In other classes it was Music or PE. At one school I helped out with the provincial exams. I found that most students want to love the adults that are assigned to look after them. I received lots of positive responses from the students at each school. It did not take long for me to become attached to the students. I had a tinge of sadness on the last day of each assignment.

To support staff, I simply tried to watch and listen and observe. In some situations it was best to stay out of the way. Each staff had created secure learning situations and I could see the balance they had created of teaching eager learners with students that required a caring, firm hand to guide them through the day. Students on the autism spectrum require staff that know them well to do the best they can in the school setting. There were students with diverse needs in all the classes. I did my best not to upset the educational rhythm in the class. I let staff deal with any issue first before stepping in. There were situations where I did have to set up meetings with parents and staff and students to work things out.

Staff also recognized the effort I was making to connect. One teacher took the songs I taught and had students do some artwork. Another teacher sent students to the office to read to me. Other staff asked for advice about the students they were working with. I created a pattern for being principal on call: I have a lunch bag that I pack with my iPad and iPhone and the pass key. I make a lunch each day because I do not know the local situation and would not be able to get away to buy a lunch. I throw in my guitar and red toque and then I hop into my C 30 and drive off to the school. I stop off at Waves or Starbucks for a coffee or a peppermint latte and try to be at the school early to do any paperwork that needs to be done before school day starts. This allows me to be engaged with students and staff at each school during the school day.

I don’t know if any more assignments will come up but I like the idea of being on call. Called to help out at a school. Called to help a student or staff member. Called to help a family in need. Called – no line too busy.

School Administration as a calling, not a job or a career, but a personal commitment to support public education.

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