Joe Clark

After watching the Joe Clark video I had mixed feelings when thinking about Clark’s behavior from a staff member’s perspective. As a gut reaction I feel that my initial feelings would lean toward more the negative aspects of Clark’s approach but I do think that upon reflecting on what was said I would also start to notice the positives of his message. As a staff member witnessing Clark’s first staff meeting and initial greeting I would have been taken aback by his aggressive and rash approach. He does not try to get to know the staff members at all but rather focuses solely on their shortcomings even calling out specific teachers to pinpoint their weaknesses. When the first teacher tries to speak he immediately cuts him off and takes a

Clark had a clear vision for the school. He may not have clearly stated his vision in words but his tone and actions shows that he knew what truly mattered to him as a leader. In Failure is Not an Option a principal is referenced by Blankstein claiming, “The non-negotiable that I come back to most often is being true to myself – heeding the call of my heart, my core, for better or worse” (pg. 33). Joe Clark definitely is true to himself and his core. He does not waver based on the people in the room but rather wants his vision to be seen as the driving force of the school. This would be viewed as a positive in my opinion because it establishes a purpose and gives teachers something to strive for immediately. Furthermore, Clark seems to put steps into place to make this vision a reality. For instance, he replaces the head football coach that had a losing record so that there may be a better athletic department and assigns particular teachers to specific roles for that school year. This accomplishes two things. For one, this shows that Clark is coming into the position with a plan of action which directly correlates to his core beliefs. This is similar to what Blankstein had in mind with his second axiom of a courageous leader: create organizational meaning (pg. 36). In addition, Clark calls out specific teachers in this instance so it seems as if he is playing to the strengths of particular people in the room. He does not bring in others from outside of the district but rather uses the people within his existing staff to make changes to the culture of the building. By setting high expectations, having a clear vision, showing proof of a plan of action, and making use of available resources, as a staff member I would have to admire what is being said by Clark even if the delivery is definitely less than