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.

Forensic Leadership

Changing the Culture of a NationBy Trent T. North

AuthorHouse

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

Contents

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

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...