Forensic Leadership: Changing the Culture of a Nation

by Trent T. North

Overview

Forensic Leadership is a book about a young man who grew up on the westside of town in the government subsidized projects and how he learned to lead in a very diverse, conservative community in the Deep South. By age 23 he was the youngest member to be elected to the Board of Commissioners, an offi ce he held unopposed for over 20 years. He was actively recruited to serve on bank, hospital and chamber boards and held a variety of administrative positions in one of the most successful school systems in the state. Being thrust into leadership at such a young age forced the author to hone his leadership skills as he learned to navigate the diff erent races, the hidden rules of diff erent cultures and the silent roles placed on leaders by society. Th e leadership principles learned along the way are included in the book and refl ects the gifts he wishes to pass on to his daughters.

Product Details

ISBN-13:	9781468574388
Publisher:	AuthorHouse
Publication date:	05/07/2012
Sold by:	Barnes & Noble
Format:	eBook
Pages:	120
File size:	178 KB

Read an Excerpt

Forensic Leadership

Changing the Culture of a Nation

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By Trent T. North

AuthorHouse

Copyright © 2012 Trent T. North
All right reserved.
ISBN: 978-1-4685-7436-4

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Chapter One

Changing a Culture Mr. North,

I am not sure where to start. I began my career under

your guidance, and I cannot imagine how I am going to make it without you as my principal. I can recall you speaking with my mother and ensuring her that I would be safe and you would take care of me if she allowed me to work for you. Now, we both have the upmost respect for you.

You have taught and encouraged me more than you will ever know. I can honestly say that you've greatly influenced my career, and the success that I've experienced as a teacher. I attribute much of my success to you and your leadership. It is not every day that one has the opportunity or takes the time to say thank you, so I want to say, Thank You Mr. North. Thank you for hiring me as a first year teacher and giving me the opportunity to build relationships and shape minds, hearts and lives. Thank you for helping me establish myself within this community that I can now call home. Thank you for believing in me when I didn't believe in myself, and for motivating me to purchase a home. I am proud of my investment.

Please continue to inspire and lead those who will follow. Great educators impact the lives of many, just as you have had a positive impact on my life.

Atlanta, Georgia

In 2005 I had the honor of being appointed the principal of a new upper elementary school. When I received the phone confirmation, I was very excited and confident in my abilities to continue the tradition of success for which the school system was known for. At the time of my appointment, I was at the peak of my career and believed that I was well-respected in my community. Since I had leadership experience, I felt confident about my abilities to lead successfully. I thought, "I am primed for school leadership!"

The system that gave me the opportunity to lead represents a very unique and progressive school system. The system is very rich in technology and is well respected throughout the state and nation. It has received significant recognition for its excellence in the three A's: Arts, Academics and Athletics. Five schools had comprised the district: an alternative school, a high school for grades 9-12, a junior high school for grades 6-8, an elementary school housing grades K-5, and a Pre-K Center. The system was completing a new middle school building to house grades 4 and 5, thus reducing the size of the current elementary school. The floor plan for the edifice was designed to eventually house grade levels 4, 5, and 6. Expected enrollment for the new school was approximately 500.

The new middle school sits on a hill and overlooks the entire school system campus. It would be the newest building in the system. When the telephone call came from the superintendent conveying that he and the school board were in agreement that I serve as the principal of the new middle school, my wife and I rejoiced with excitement. We knew that this was a rare and remarkable opportunity to demonstrate my skills and, more importantly, to serve teachers, students, parents, and the community. However, this period of pure excitement was short lived.

Prior to the first students coming into the building, I began to fully realize some of the challenges that I would face as a principal. The first challenge which was unexpected, and fully unappreciated, was the fact that I would be seen by many as the first African-American principal to lead a regular education program in our system. Even though my appointment was a historical accomplishment, I did not want race to be the focal point of my administration. This was a topic that I had previously learned could be an instant job killer if openly discussed in any community.

The support and respect I believed that I had earned in the community was tested very early. I was a proud product of the local government housing projects and a well-respected leader in the African-American community. However, due to the existence of a psychological phenomenon known as internalization oppression, many in my own community saw my appointment as principal as positive, but remained unsure whether I had the necessary skills to be successful. Their lack of confidence in my ability to give advice, to lead, and to provide instructional guidance to African Americans would be impeded by my culture's belief that white is right and black is wrong. Although I knew this prior to the appointment, but because I was never in a position where the final decision was solely mine, I could always dismiss their doubt as an individual's lack of confidence in me personally.

I remember when my pastor stood up in church and made the announcement about my appointment. He noted how very exciting it was that once again one "of our very own" had broken tradition and forged new territory in our community. He reiterated that I would be the first African-American principal over a regular education program in the school system. The gentleman sitting next to me jokingly responded, "Couldn't they hire someone black?" referring to my fair skin. Was he serious, or was he kidding? My appointment did not occur because the color of my skin is very light.

I received my board appointment in June and was very excited. I was attending an NAACP banquet in November. The event was an annual event to raise funds for the non-profit organization. I attended the banquet alone as my wife had decided to stay at home with our two daughters. As I entered the room with much excitement, I was approached by a school board member from a school system outside my district. However, the individual's melatonin was darker than mine. When she approached me about my promotion, the word "Congratulations" did not come out of her mouth. Quickly as if she had been waiting to say this, she said, "Wow! Kissing the Superintendent's butt finally landed you where you wanted to be! How does it feel to become a principal and to know that you earned it by kissing the superintendent's butt?" In disbelief and total shock, I laughed it off as I often do when I feel pressured or stressed so that I would not lose my cool. I proceeded to get in line to be served with two good friends, Adova Hobson and Anita Jones. I recall Adova looking at my expression and asking, "Who spoiled your night?" I shared with her what had just occurred and responded, "Regardless, I will not let her comment spoil the evening."

My struggle with African-Americans who questioned my abilities, my skills, and my content knowledge did not end there. Many assumed that because I was now the principal that I could undo all of the wrongs in our school system, the neighboring school systems, the community, and to some degree in America. If someone needed a job, then it was my responsibility to find them a job as a custodian in my building or in another building. There was a mistaken belief that my title allowed me to influence other principals to hire and employ teachers, custodians, and paraprofessionals. One lady applied for a job at another school in our system. To assist her, I called the principal and put in a good word for her. The principal interviewed the perspective teacher but eventually selected someone else. I received a subsequent telephone call at home and cannot begin to describe the superlatives she used to blame me. She and her family were very clear, and they believed that she did not get the job because I did not want her to get it. This was an upsetting event to my wife who answered the call and to me.

My new-found struggles with African Americans were not the only immediate concern. I quickly realized that some in the white community saw my appointment as a token position as well. Even though I considered them my friends and I still do, comments were made such as "There's nothing wrong with being hired because of your color, you deserve opportunity." or "Someone had to be the first. We're glad it's you." All of this conveyed that they too saw my appointment as serving to meet a quota.

I remember meeting with a parent before the first child sat in my building as the parent talked with me about the placement of her incoming 5th grader. The parent proceeded to request that her child be placed in a specific teacher's class and wanted to suggest the names of other students to be placed with her child. When I conveyed to the mother that the middle school does not honor requests nor do we allow parents to decide who will be in the class with their children, the mom stated what I believe many others were quietly saying and thinking, "We knew you would be different and not like the rest of the principals." It was refreshing to hear her utter these words. I assumed that some might have that mindset, yet in my deepest prayer, I never thought someone would have the courage to convey that to me. On one occasion, I was standing in the front lobby with my two assistant principals and a mother came in needing assistance. I was standing between my two assistant principals and it was very clear this was a problem that needed to be handled by the principal. The associate principal interrupted the parent and said, "This is Mr. North. He is our principal and he will have to help you." The mother proceeded to ignore the redirection of the associate principal and continue a monologue with her. Once again, the AP conveyed to the mother she could not assist her and referred her directly to me as I stood shoulder to shoulder with her.

The struggle with my faculty was also detected very early. I was fortunate enough to meet with my entire faculty during the summer prior to the opening of the school. Despite that, initially many of the teachers, paraprofessionals and support staff did not view me as the principal and instructional leader. My faculty was not a new faculty. After negotiations with the elementary school principal, I was excited to welcome many of the 4th and 5th grade teachers from the current elementary school. In addition to the teachers and paraprofessionals, I was able to select one assistant principal from the elementary school and hire a second administrator. I knew I had a great faculty and I looked forward to working with each one.

Even though the school board gave me the authority to serve as the principal, many did not perceive me as the principal prior to school starting, and for several months into the school year. However, no one can give you leadership through a title, it must be earned. Many saw either the associate principal who was a more familiar face to them or the new assistant principal as the principal and saw me as the assistant principal. I was convinced then and am still convinced six years later, that the actions of my staff were not intentional but reflected habits learned from society. On one occasion, I can recall instructing teachers to perform a necessary task, thinking that my request alone was sufficient. Upon receiving my request, on numerous occasions teachers would check with the AP's to see if the task really had to be completed, not realizing that my Associate principal would share their inquiries with me.

In addition to African-Americans and white Americans, it did not take long for me to realize that the Board of Education as a group was convinced that I had the competency and the skills to lead the middle school but that some at the district level saw me merely as a political asset. Some at the district level believed that my strengths were primarily my political and people skills. I did not recognize that at first. Leadership would say things like, "You know you don't have to get involved. You can let your curriculum person handle the curriculum and you can just stand back." I missed the innuendo of that comment. Although the principalship was my second appointment, I continued to miss the subtle messages about my capability.

My first appointment was as principal of the alternative school, and shortly after the announcement was made I almost turned it down. At that time I was working as an assistant principal at the elementary school. As I was sitting in front of my office, one of the fifth grade teachers approached me and said "Congratulations. I hear that you are hiring my husband's best friend from Auburn." She said, "Yes. He's going to be teaching science for you."

You must understand that in my system, the principal selects staff for hire, then recommends to the Human Resource via the board who to hire. Politically, we all know that there are times when there is someone that the leadership wants you to hire and you hire them. Even when that occurs, out of common courtesy, the leadership will notify the principal first so that there is still the perception that the principal is the one hiring. I was furious. I can recall going into my office and calling the district office and saying "Whoa. Wait a minute. You've got the wrong one. If you want someone in face only I can't be the principal, and I don't want it." The response was "No, that's not the way it is. This is a misunderstanding. I just interviewed him and liked him and wanted you to talk to him." Of course, I went ahead and hired him (I'm not a dummy!), but I missed that first subtle message. I had to come to the realization that leadership saw my assets as political ones.

When most principals or other leaders are hired to lead an organization, there is what we call the "honeymoon phase". That is a time when leaders have some freedom and flexibility to invest in getting the organization moving in the direction they want it to go. However, it appeared that in addition to my concerns with the African-Americans and the perceptions of the white community, I was not going to experience a honeymoon phase. That did not bother me, but when I realized that my enrollment numbers were going to be higher, and I would be provided with fewer services than the previous school's administration, I began to be concerned. In a scheduled meeting with the leadership, I pointed out that my enrollment was going to be 570 instead of the 505 originally projected. I knew daily exactly what my numbers were, as my secretary and I enrolled students and had that information constantly in front of us. Even at 505 students, I had fewer teachers working for me with larger numbers in classrooms than the prior school's administration.

At that time the leadership directed me to talk to the principal at the elementary school that had previously been responsible for that grade level. It was not clear why as a principal sharing enrollment numbers with leadership, one would insist that I consult with the principal at the previous school. Of course I did as directed, but I could not understand why someone would appoint me as principal if they did not have total confidence in my ability. The principal at the lower school felt awkward because although she confirmed my projections, she was fighting to get six new teachers at her school as well. I was requesting only two teachers, and that would still result in larger class sizes at my school. The principal declined to call the leadership even though she agreed with me, as she was struggling with her own numbers. I was then directed to go meet with the junior high school principal, regardless of the fact that I had been principal of the alternative school four years longer than the junior high school's principal had been at that position. This meeting echoed what the elementary school principal had said and still I was not assigned the requested teacher slots. However, the elementary school received two slots more than she had requested. Not only did the leadership send me to consult with other principals, but I was required to meet with the director of special education regarding the placement of my students. This was irrelevant to that fact that I had placed students at the elementary school for five years longer. Also, she had never been a principal and scheduled all students. It was not that leadership was deliberately depriving me of my responsibility, as many people would assume. It was clear that throughout my relationship with some at the district level, leadership saw me as a public official not as a school leader. Regardless of how well my school would perform or what I did, the middle school's success was always attributed to other factors: my school was small, or I had great teachers, or a combination of other elements contributed to the school's success, but none of it was attributed to my personal leadership skills. It seemed evident that there were fellow African-Americans, and white peers as well as leadership at the district level who did not actually possess confidence in my abilities. Despite evidence of respect and affection within both African-American and white communities, and gestures of acceptance by my leadership, subliminally there remained a genuine disbelief in what I truly brought to the table. I experienced all this as I prepared to open a new school.

(Continues...)

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Excerpted from Forensic Leadership by Trent T. North Copyright © 2012 by Trent T. North. Excerpted by permission of AuthorHouse. All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

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Table of Contents

Contents

Foreword....................vii
Acknowledgments....................ix
Chapter 1 Changing a Culture....................1
Chapter 2 Forensic Leader....................13
Chapter 3 Creating a Welcoming Ethos....................23
Chapter 4 Setting Expectations....................39
Chapter 5 Politically Savvy....................49
Chapter 6 Customers are Right....................65
Chapter 7 Relationships....................75
Chapter 8 Trust Everyone, yet Trust No One....................85
Chapter 9 Courage....................99
Bibliography....................107