Bigger Isn’t Always Better: A Leadership Guide for Small School Administrators

Bigger Isn’t Always Better: A Leadership Guide for Small School Administrators is the latest book by George Murdock, a public school administrator with 41 years of experience including servings as superintendent in several small districts in Oregon and Washington. Murdock uses his past experiences and those of other leaders to detail the process of acquiring a job, procedures for the new employee's first days in the district, and effective leadership practices for working with fellow employees and the school board of a small school district. The purpose of this book is “to provide small school administrators with thoughts, ideas, and experiences gathered from dozens of small schools and the leaders who have served them” (p. ix). The book contains fourteen chapters each of which outline a different aspect of small school administration.

In Chapter 1, the author makes his case for the importance of small districts and the many benefits they offer their students. He also acknowledges the current wave of educational politics centering on consolidating small districts to save tax dollars. To avoid extinction, he encourages small districts to question how they do business in order to find more cost‐effective ways of holding school so they can continue to exist in the ever‐tightening economy. Chapter 2 details the journey of “getting the job” (p. 11) in a small school district. After accepting an offer, administrators need to “create an entry plan” (p. 25) to their new district. As explained in chapter three, accepting the job is much more than showing up on the first day. Chapter 4 describes effective leadership practices for administrators. For example, one aspect of a new administrator's job involves their relationship with the school board and how they will conduct effective board meetings. This topic of board‐superintendent relations (p. 45) is extended into Chapters 5 and 6. The remaining eight chapters address the various systems an effective administrator must have in place to insure the district functions to its greatest capacity. These include an administrative evaluation system, district communication program, public relations, staff relations, facilities maintenance, fiscal management, human resources, and instructional leadership.

Throughout the book the author accents the uniqueness of small districts. Their continued existence sparks conversations that are political, emotional, and bold. Proponents of small school districts see them as the life blood of small town communities. They see small school districts as:

• offering more student participation opportunities;

• having fewer discipline problems;

• offering more meaningful adult connections;

• providing a safer school environment; and

• having lower class sizes (p. 3).

Opponents of small districts claim they:

• offer less flexibility for students in elective and advanced academic classes;

• have limited technology;

• have high administrative costs; and

• hire fewer teachers with limited school resources.

With the aim of bringing these two sides together, the author in Chapter 1 suggests more “shared services” (p. 2) between small districts and the use of distance or internet‐based learning. He proposes districts look at contracting services (i.e. custodial, facility maintenance, etc.) rather than hiring individuals in‐house. As state and federal budgets become tighter, small school districts need to become creative in their practices and policies. Retaining local identity and control is possible if small school administrators look to the future with open minds and unlock themselves from constricting past practices.

Chapter 2 is a must read for individuals attempting to secure a principalship or a district level administrative position. In this chapter, the author offers powerful suggestions for “getting the job” (p. 11). He stresses the importance of leaving good impressions with everyone who might have a say in the hiring process. This includes the receptionist at the front desk, the secretary to the interviewer, and the interview committee. He offers ideas for resumes, interview questions, district visits, and appropriate dress for interviews. During the actual interview, candidates should be sure to have a prepared, brief summary of their qualifications which is consistent from one interview to the next. They should then talk about their specific qualifications that would make them perfect for the position (p. 18). Interviewees should end with a couple of good questions that leave a positive impression with the district interview team. If the district decides to make an offer, “candidates need to do their homework and be prepared to be responsive to an offer” (p. 21). They need to have realistic and informed expectations for salary negotiations and start dates. When the hiring process is finally over, new hires need to be prepared to fulfill the promises made during the interview process, and all requests made by the school board.

In Chapter 3 the author details the importance of having an “entry plan” (p. 25) for the first few days on the job. Entry plans can take on many different forms from interviewing co‐workers, visiting sites, conducting a survey, etc. This process allows new administrators to meet their colleagues, begin to build trust with them, and establish the expectations for the coming months. The author also recommends visiting classrooms and worksites (i.e. kitchens, bus barn, maintenance shops, etc.) to establish a level of visibility with the staff of the district. New administrators need to find ways to connect with parents of their students and community members who might not have children in the school. This shows the new leader isn’t afraid to hear the truth from many different perspectives and “to roll up his sleeves to get the job done” (p. 29).

The author offers some great advice in this chapter for planning that all important first staff meeting at the beginning of the school year. He suggests that this first meeting “be surprisingly short and consist mostly of morale boosters” (p. 30). On the day before school starts, staff members don’t want to participate in any new professional development. They are focussed on their new students and greeting colleagues they haven’t seen all summer. The first meeting of the year should be a brief, upbeat program that includes some basic information pertaining to the start of school. Save the goal setting and professional development for a later meeting. Being conscience of the needs of the staff helps to develop positive relationships and trust. The faculty will see the new administrator as someone who understands their needs, and values their time.

Effective leadership and decision‐making practices are discussed in Chapter 4 of this book. School boards use a number of descriptors for the expectations they have for new administrators. The author believes most of these can be boiled down to two mandatory characteristics: ability to delegate and courageous decision making (p. 38). New administrators need to capitalize on the talents of others, to rely on the trust established with their co‐workers, and to have the courage to make hard decisions. All of which must be done with one focus in mind: “the schools are about students” (p. 38). All decisions must be made with the highest level of integrity, ethical behavior, honesty, and fairness. Some decisions will be very hard. They might upset some co‐workers and/or community members, but they always must be done with the students as the focus. Once the hard decisions are made, time can be spent to rebuild relationships and to avoid burning any bridges. This is an essential step in the process of courageous decision making.

Chapters 5 and 6 specifically address the relationship between a superintendent and the school board of a small district. The position of superintendent is a very visible one to the community. This relationship between the board and the administrator is especially critical in small districts where the school might possibly be the town's largest employer. The decisions made by these individuals affect a great number of community members other than students. They can affect the financial sustainability of many families and the town itself.

In towns that are struggling economically or experiencing a downward population shift, the school can be the remaining representation of the town's identity. It is at school that community life exists both during school hours and afterwards for extra‐curricular events. It is the boards’ job to keep the identity of the town (school) alive and they look to the new superintendent to make decisions to insure this happens. The board will insist that students learn in a positive and safe environment. School employees feel good about what they are doing. Parents have confidence in the education their children are receiving. The community is proud of its school system. Administrators in small school districts will be held responsible by their boards for these things to occur.

In order to facilitate these goals, the relationship between the superintendent and the school board must be positive and trusting. Communication needs to be consistent and ongoing. In truth, the board and the superintendent need to have a team relationship but keep a “modest level of protocol and formality on a regular basis” (p. 57). The format for board meetings should be consistent and predictable to the community. No matter what the topic is for discussion: good news or bad. The author believes beginning each meeting with a student presentation is a good idea, and then commences the consent agenda. A streamlined meeting format allows for time before the meeting for the Board to conduct a work session at which they can establish policies or goals for the district. This structure allows for policy making and conducting of the appropriate board business in one evening.

Chapters 7 through 14 summarize the various systems an effective administrator must have in place to insure the district functions to its greatest capacity. These include:

• creating an administrative evaluation system;

• constructing an effective communication program;

• understanding rural communities and their needs;

• building effective staff relations;

• maintaining and managing facilities;

• managing fiscal resources through cost‐effective practices;

• providing human resource management including negotiations; and

• supplying instructional leadership that directly relates to student achievement.

One theme which appears throughout all of these chapters is the importance of having integrity. In each of the areas mentioned above, new administrators need to examine the current policies, people, and procedures to understand each one and their purpose. Each item needs to be examined with a sense of fairness and consistency to determine if it is the best, most efficient way to operate. For example, the author mentions teacher contract negotiations. School administrators need to come to these with open ears. They must be conducted in good faith and honored by the administration faithfully. Through courageous decision making, new administrators can rid their districts of poor past practices, but also continue those that are performing well.

A second theme, which emerges from these chapters, is that of good communication in all of these areas. There is “no greater barrier to effective staff performance than poor communications” (p. 67). The author finds new administrators need to communicate with their boards the status of the district in a formal report at least twice per year. Additional communication should occur when major changes are made or in an emergency situation. He also stresses the importance of being visible and involved in the schools, the district and the community. New administrators in small districts need to participate in walk‐throughs for maintenance, attend staff meetings, and write for the parent communication vehicle. Staff, parents and the community need to see all aspects of the school administrator's work. Visibility is very important for new administrators.

The author very purposefully points out throughout the book the tie between what is occurring in the economy of a small community and the schools within them. He warns small school administrators to not minimize the importance of this connection. With that in mind, small school administrators need to connect with the community they serve by building relationships with citizens, becoming aware of local issues, and understanding the challenges faced by parents to provide the best educational opportunities for their children. The enrollment in the school and the socio‐economic makeup of the school are closely tied to the economic health of the town. Improving student achievement in small town schools is more than hiring good teachers and buying appropriate materials. It includes an understanding of the events affecting the community (i.e. mill closing, poverty, changes to family structures, etc. p. 74). The school has become much more than just an educational facility. It has become a place of employment as many of the citizens work there. It has also become the social center of the town and the holder of many town traditions.

Connecting with the community includes making sure that school facilities are available for use by all citizens. It is not uncommon for a large number of small town residents not to have students in school. Allowing them to use the facilities for their events connects them to the school and gives them a first‐hand account of how their tax dollars are being spent. They develop a sense of ownership for the school (p. 83) that might parlay itself into their willingness to help maintain it. A sense of community pride in the facilities and a willingness to volunteer are priceless benefits for new school administrators especially in a time of shrinking budgets.

Bigger Isn’t Always Better: A Leadership Guide for Small School Administrators is a valuable tool for new small school administrators, but it also has some worthy advice for administrators of larger districts or schools. Practitioners will find value in the real‐world examples given by the author in the various areas of district and school management. The strategies for building relationships within the community, operating with a sense of integrity and truth, focusing on the importance of clear communication are valuable to all new administrators regardless of the size of their schools or districts. The book is a well written, easily read, practical guide to school administration. New administrators will benefit from the many pitfalls they will avoid because of the insight provided by the knowledgeable author.