Robbins, P., & Alvy, H. B. (2014). The Principal′s Companion (4th ed.). SAGE Publications, Inc. (US). https://bookshelf.vitalsource.com/books/9781452287584

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Chapter 20: Taking Care of Yourself

I used to think it was selfish to engage in activities like scheduling time for sports, movies, and

reading. Now I realize if I don’t do those things, my ability to nurture others is compromised.

—A principal’s voice

Principals must take care of themselves in order to care for others. Setting an example as a

leader does not end with the leadership, instructional, and management roles of a principal.

How a workplace “feels” plays a profound role in influencing creativity, commitment, and

productivity. The leader’s behavior is observed by organizational members and serves as an

emotional barometer and guide. One’s job performance is impacted by one’s home life and vice

versa. In all professions, if the leader comes to work unhappy or stressed out, it takes a

tremendous amount of energy and psychological manipulation to reverse one’s disposition in

order to function effectively for others and oneself. If a leader wants the staff to perform

optimally, the leader must model both a zest for professional learning and enthusiasm for

leadership that influences learning. Just as important, however, is modeling taking time to relax,

reflect, and renew. If the school leader and staff are not refreshed when the year begins, then

the school year is off to an ominous start.

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What Is Burnout?

According to Miller and Smith (1993), “If in the beginning your job seems perfect, the solution to

all your problems, you have high hopes and expectations, and would rather work than do

anything else, be wary. You’re a candidate for the most insidious and tragic kind of job

stress—burnout, a state of physical, emotional, and mental exhaustion caused by unrealistically

high aspirations and illusory or impossible goals” (p. 107). Other possible causes of burnout

may include a loss of meaning for the work and frustration resulting from top-down mandates

that do not align with what is best for students. Lack of rapport, common beliefs, or

communication with assistant principals can also contribute to job stress. A toxic school culture,

and the daunting task of transforming the culture, can be still another contributing cause of

burnout. Finally, many principals cite the long hours and time away from family and friends as

another burnout factor.

ACHIEVING SUCCESS OVER STRESS

“Making a concerted effort to build your resilience is a major stress-prevention technique”

(Singer, 2013, p. 24). Leaders play many roles besides those formally assigned—counselor,

psychologist, nurse, mediator, scheduler, facilities director—to mention only a few. Balancing

these duties that are assigned or befall you with challenges and responsibilities at home can

leave one feeling overwhelmed. The following seven strategies, cited by Jack Singer (2013),

can “inoculate you against . . . stressors”:

1. Take charge of your internal dialogue or self-talk.

“Research has shown that thinking patterns have a dramatic effect on moods, attitudes, and

emotions” (Singer, 2013, p. 24). Stress results when one encounters disturbing events and then

talks to oneself about those happenings in a negative way. William James, an American

philosopher and psychologist, once said, “The greatest weapon against stress is our ability to

choose one thought over another” (Singer, p. 24). Stress mastery involves choosing positive

self-talk instead of negative.

2. Develop the 3 C’s of stress resistance: Commitment, Control, and Challenge.

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Singer (2013, p. 25) suggests that in addition to taking control of one’s thoughts, it is important

to revisit the commitment one made to become a leader—to serve students, staff, and the larger

community. By focusing on the vision you possess for your role, you can rise above daily

stressors. Let those over which you have no control fade away. The second “C” has to do with

control. There are many stressors over which you have no control. So focus on that which you

can control or influence, through participation on a committee, for instance. The third “C” is

challenge. Essentially, challenges can either be viewed as obstacles or opportunities. Embrace

them as opportunities, make lists on your e-tablet, phone, or pad of paper. Check them off as

you address each one. For problems that you have yet to overcome, create a step-by-step

strategy to address these over time.

3. Breathe!

When one breathes through the diaphragm, a full volume of breath is afforded—critical to stellar

performances. In contrast, when one is stressed, shallow rapid breathing often occurs.

4. Let the endorphins flow!!

Endorphins “are referred to as natural opiates because of their effect on reducing stress and

anxiety and creating euphoric feelings” (Singer, 2013, p. 26). Endorphins also positively impact

wellness because they enhance the immune system. Physical activity such as sustained

fast-paced walking, jogging, swimming, or tennis produces endorphins, as does laughing!

Research also suggests that endorphins are produced as a consequence of enjoyable

activities—yoga, massage, or a walk on the beach.

5. Take time to participate in random acts of kindness.

A sense of well-being, positive moods, and feelings of satisfaction are generated by doing for

others—especially when such deeds are unexpected. These feelings serve to counter feelings

of stress. Random deeds of kindness can include such acts as donating food, volunteering in

the community, writing notes, or surprising all staff with treats.

6. Indulge in positive reflections.

Often at night, lying in bed, our minds are occupied with all that went wrong or could have gone

better during the day. These negative thoughts rob us of sleep and increase the stress factor.

Instead, try writing positive reflections in a notebook or electronic journal.

7. Choose to spend time with positive people.

Negative people bring doom and gloom to those around them. Choosing, whenever possible, to

enjoy the company of positive people engenders feelings of optimism, hope, possibility,

encouragement, and wonderful opportunities for a bright future state. Invite feedback from these

people, read books, or articles about these topics.

TAKING CONTROL OF TIME

Unless we proactively organize our schedules with a lunch hour, leisure time, exercise, and

other activities that refresh us, they will not happen. Thus, as you plan your schedule, build in

leisure time. Place it on your schedule just as you place a school meeting on the calendar. The

idea, obviously, is not to place these activities during the school day at prime times but, rather,

to allocate time for daily personal activities at the beginning or end of the day to recharge your

batteries. For example, if you need to leave at 5:00 p.m., it should be noted on your

appointment calendar so you do not miss that jog, basketball game, or tennis match. Set a

reminder on your phone.

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Interestingly, the professional development time that you might take to read a journal to

stay current in the field is the first thing to go when unimportant but pressing items arise in the

schedule. Yet if we are to grow and our staff are to grow, we need to recognize that reading a

professional journal or taking time to participate in a webinar in our office is as important as any

other aspect of the job. Professional growth time should be calendared. This can also be a time

to inform our practice. One principal routinely writes quotations down on index cards from

articles she reads. She uses these to open faculty meetings with an approach called “Quote of

the Day.” Individuals read a quotation they are handed and can swap quotations with others.

Also, we need to allocate time to watch videos, reflect, write, and read about the principalship

and follow other professional interests. These interests need to become part of our professional

and personal schedules. Taking time out for yourself gives you an opportunity to reflect upon

your own experiences and your interactions with staff. You can gain a greater understanding of

the faculty by taking the time to ponder why a teacher acted in a particular way or made a

comment that seemed inappropriate. This can help a principal respond appropriately when

addressing the needs of faculty colleagues. Reflection often affords a principal a valuable new

perspective, providing valuable insights not available when one is rushing from one task to the

next.

TOWARDS REALIZING THE VISION: A PERSONAL MISSION STATEMENT

Taking time to develop a personal mission statement based on professional and personal goals

can help transcend the day-to-day responsibilities and keep your long-term vision in mind

(Covey, 1989). As you develop the mission statement, consider the following questions:

• When you retire from education, how do you want to be remembered?

• What do you want teachers, parents, and, most of all, students to say about you?

• What will you, and those with whom you work, say are the highlights of your life story?

• What will be your legacy as a principal?

• What kind of a friend are you?

• How productive are you outside of your professional work?

• What would you want written on your tombstone?

Such questions cause one to connect daily activities with a meaningful, long-range

vision. After your mission statement is developed, post it in a place where you can glance at it.

Reflect upon your actions and decisions. Do your actions and decisions align with the mission

statement?

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GAINING PERSPECTIVE BY SPENDING TIME WITH STUDENTS

A principal’s “batteries can be recharged” by taking time to visit with a class or spending a few

minutes with students on the playground, in the halls, or in a courtyard. Students appreciate

spending time with the principal, and this helps spread the message that the principal is more

than the office figure or school disciplinarian. Having students see you as a real person helps in

the process of building relationships with all students. One principal rides the bus with students

once a month. Another greets students at the door when they arrive every morning. Still another

participates regularly in book club discussions with different classes. These acts not only build

relationships but also inform the principal about the pulse of the school.

BODY AND MIND: HEALTHY AND ILL TOGETHER

If you do not feel well, it is hard to help others. From a practical viewpoint, the better you feel,

the better you will perform. Your personal level of health and well-being must be maintained if

you are to perform effectively on or off the job. This concept of well-being is dependent on

attention to four areas: physical, physiological, emotional, and psychological. Although these are

four separate areas, their functions are interrelated. For example, when you are anxious or tired,

you may indulge in too many sweets, which can adversely affect your blood sugar level and put

your system out of balance. A quick examination of these four interrelated categories can help

you assess your personal well-being and identify areas you wish to monitor or change.

Physical Awareness

We all value having energy. An essential way to gain greater energy is to exercise. Increased

energy and endurance can sustain us with a greater degree of alertness throughout the day. Yet

we often fail to take the necessary steps, before or after work, to fine-tune our bodies to perform

at a higher physical level while on the job.

Systematic exercise can improve cardiovascular fitness. As mentioned earlier, sustained

exercise releases endorphins in the body that can have a soothing, pleasurable effect on the

mind and relieve stress. And, of course, from a physical standpoint, exercise, energy, and

longevity are inextricably linked for most people. According to John Medina, affiliate professor of

bioengineering at the University of Washington School of Medicine and author of Brain Rules

(2009), “Aerobic exercise reduces the level of brain loss and keeps cognitive abilities sharp” (p.

12). Exercise increases blood to the brain, increasing the release of what has been called

brain-derived neurotrophic factor (BDNF), often called “Miracle-Gro for the brain.” This chemical

stimulates “the development of new neurons in the hippocampus, the area involved in memory,

learning and the ability to plan and make decisions” (Rosen, 2013, p. 12). It also repairs

damaged cells and strengthens connections among brain cells.

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Unfortunately, when schedules get full, exercise is often the first thing to go. Planning

your own prescheduled exercise program or joining an exercise group or club that meets at a

specific time may be a good start. The exercise program should be written on your schedule,

and you should not be shy about saying that you need to leave work at a certain time to make

your appointment. Because of the facilities often available in schools, you may be able to get

your exercise on-site if you do not feel that you need a different environment in which to relax.

Another possible solution is to try to commit to an exercise program or sports activity with a

friend. This serves two purposes. First, the friend will expect you to show up! Second, having a

friend to talk with can provide a sounding board for dilemmas and someone with whom to share

private victories. Many principals in Clark County, Las Vegas, Nevada, wear pedometers to

measure how much exercise they derive from daily activity. They set targets for the number of

daily steps they will take. This action makes the principal more visible as well.

Physiological Awareness

The old adage “You are what you eat” holds some truth. Overindulgence in food or inappropriate

foods can lead to adverse consequences for your body and mind. Excessive food intake at

meals can lead to marked swings in blood sugar levels. This physiological occurrence can lead

to unwanted alterations of brain function, adversely affect attention and creativity, and contribute

to lethargy. Unfortunately, overindulgence or erratic eating habits are most common when we

are under stress.

Even when one strives to maintain a balanced diet, often the rapid pace of the day

makes a principal skip meals or choose inappropriate foods. Principals should prepare for this

eventuality by planning ahead and having some healthy food that is quickly accessible and

provides for both energy and brain power. Complex carbohydrates such as fruits and vegetables

are a good source of nutrients. Low-fat foods are helpful. For example, there are many low-fat

breakfast foods and snacks on the market (e.g., bagels, granola bars, low-fat crackers). Keep

these items readily available in your desk or refrigerator. Too often, it is a temptation to grab a

candy bar and indulge in the wrong snack when a busy schedule may lead to omitting a meal.

Emotional Awareness

As discussed in Chapter 4, the leader’s emotions influence the emotions of constituents. In fact,

it has been said that the heart gives out an electromagnetic signal that is perceivable within

three feet! Keep in mind that emotionally intelligent leaders exceed their goals by at least 20

percent (Goleman, 1995).

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Psychological Awareness

Psychological rest or peace of mind takes place when your behaviors match your values and

beliefs. There is more to life than the job. If you have peace of mind, that feeling can positively

affect the level of energy that you give to your job or personal life. Unfortunately, principals may

often experience psychological discomfort by doing things that they do not enjoy (e.g.,

responding to hundreds of e-mails). You need to anticipate that this will happen and have a plan

for it. Different people handle discomfort in different ways. Some take comfort in spending time

with family or friends; others go for a walk, exercise, read a book, travel, or pursue a hobby such

as art or music. Having an outlet is very important because it affords a fresh perspective and

brings a richness to our lives, enabling us to be more well-rounded and aware of other ways of

doing things.

Finally, it is very difficult to make an effective contribution to an organization if one is

functioning below par because of physical, physiological, emotional, or psychological reasons.

When principals invest in their physical, physiological, emotional, and psychological well-being,

their professional colleagues, their work, and their families will all benefit!

Finding an Inner Balance

Highly effective leaders work to find an inner balance or harmony within themselves. Doing this

builds the capacity to portray oneself as a caring leader. Zach Kelehear (2004) suggests some

useful strategies for doing this:

• Reflect on what matters most in your life; strive to align your decisions and actions

accordingly.

• Remember, “Attitude is everything.”

• Make time to take care of your health.

• Ask yourself, at the end of the day, “Has the practice of my life today reflected what matters

most to me? In what way have I made the life of at least one child better?”

In the fast-paced life of the principal, it is tempting, and sometimes necessary, to dash from task

to task. Only when we pause to reflect do we find the inner resources we need to serve others

and thrive as a leader.

NOTE 1. We would like to thank Dr. David Jay Caro, from San Mateo General Hospital (CA), for his assistance with this section of the chapter.

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REFLECTIONS

This space provides a place for you to write down ideas that have been generated by this

chapter, things you want to try, or adaptations of ideas presented here.

1. Have you learned how to say no in order to provide yourself with quality time away from

the job? Think of three school situations, and practice how you would say no in each situation.

2. How do you feel about focusing on professional learning while in your office? How do you

think the staff would react to seeing you read a journal during the day? Consider inviting staff

members to participate in a webinar. Reflect upon your collective learnings.

3. How do you find inner balance?

4. What are you doing or might you do to reduce stress? Which of the seven strategies

designed by Jack Singer might be most important for you?

5. Google “The Last Lecture by Professor Pausch.” Read or listen to it. Reflect on how the

messages embedded in the lecture might influence your life. Share your insights with a

trusted colleague.

6. What insights or new questions do you have as a result of reflecting on the ideas

presented in this chapter?

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Chapter 21: Keeping the Professional Candle Lit

You have to be on the balls of your feet all of the time in the principalship.

—Lori Wyborney, Principal

“Things change on us. . . . We always have to be ready for what is next,” reflected Lori

Wyborney, principal of Rogers High School, in an interview about dramatically increasing the

graduation rate with the support of teachers, support staff, parents, and the community. We are

reminded by these reflections that more than ever before, the principal (and other educators)

must remain on the cutting edge of the profession. Interestingly, while one is preparing for the

principalship, we frequently engage with professional books, newsletters, and online

resources—all devoured as part of course work and the certification process. However, once in

the position of principal, it is easy to become so busy that it is difficult to keep the professional

candle lit. Professional journals stack up as do digital files of articles intended to be read.

Committing time away from school for professional learning, when so many demands call, make

the learning-serving balancing act a delicate one. Planning a strategic proactive approach is the

only way to stay current in the field and equipped with the necessary resources to address

current demands, new initiatives, and serve the learning organization so it flourishes.

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INSTITUTIONALIZING PROFESSIONAL LEARNING

The key to becoming and remaining proactive when it comes to professional learning is to

institutionalize specific activities devoted to professional growth. For example, memberships in

professional organizations, online courses, podcasts, webinars, writing, reading, conferences,

participation in Learning Community team meetings, and the creative use of time can all yield

learning that builds one’s capacity to serve. When the principal models being a learning leader,

it sets an example for all staff members and communicates an expectation that professional

learning is a valued, activity that builds the capacity to promote student learning. Further, when

the principal is perceived by teachers and other staff members as knowledgeable and current, it

instills a sense of confidence and increases the possibility that members of the school

community will look to the principal for resource recommendations to support their work.

Involvement in professional learning activities with faculty colleagues builds relationships, keeps

one mentally stimulated, and reduces burnout! Infusing the learnings that result from

professional growth activities into faculty, team, or department meetings helps to build staff

members’ capacities to help students succeed.

In today’s world, there are so many activities to which one can become dedicated that it

is important to choose what is best for you, as principal or assistant principal. Such decisions

can be informed by the shared vision of the school, student and staff data, survey results,

current initiatives, and one’s interests. To be sure, working style, in terms of when you have time

available, can influence the selection of activities as well. Probably one of the most important

actions the principal can take is to become actively involved in one or two professional

organizations. Active involvement means attending state and, if possible, national conferences

of the organization and reading the journals sponsored by the organization. Many organizations

offer e-learning courses and webinars on a variety of topics in addition to journals or

conferences. Online learning opportunities are relatively easy to access and can be attended

without leaving school.

The logical organizations for principals are the National Association of Elementary

School Principals (NAESP) and the National Association of Secondary School Principals

(NASSP); both of these organizations address the needs of middle school principals, as does

the Association of Middle Level Education (AMLE). The Association for Supervision and

Curriculum Development (ASCD) and Learning Forward (formerly the National Staff

Development Council) are also valuable national organizations for principals. All five

organizations and state affiliates hold annual conferences that keep practitioners on the cutting

edge in the field. Each one publishes excellent journals and newsletters. Some publish

professional books. For example, Learning Forward, whose vision is “ensuring that every

educator engages in effective professional learning everyday so that every student achieves”

(Learning Forward, 2013), publishes the following resources in an effort to “build the bridge

between . . . high quality professional development . . . and practice”: JSD (a bimonthly

professional magazine focused on leadership and learning), The Learning System newsletter

(for superintendents and central office staff), The Leading Teacher (for coaches, mentors,

instructional specialists, lead teachers, and master teachers), Team Tools (for teams or entire

faculties), The Learning Principal (focused on principal’s work, strengthening leadership

practices, and leading learning), Tools for Learning Schools (focused on a single component of

school improvement and tools and resources to support professional learning), Connect (a

monthly electronic newsletter with resources, news, and learning opportunities), Professional

Learning News (an e-news brief), PD Watch (a blog), and Implementing the Common Core (a

professional learning system to support the implementation of Common Core State Standards).

In addition, Learning Forward provides its members with access to reports on research and

studies related to professional learning.

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In addition to subscribing to national principal association journals and Learning Forward

publications, Educational Leadership (ASCD) and Phi Delta Kappan would be excellent

additional choices. Teacher and Instructor would be good hands-on choices for elementary

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