Local Educator Pens Crucial New Book To Impact Powerful Principals

CANTON, MI — Detroit born and current Canton resident Dr. Antoinette Pearson has devoted her entire professional life to education. She's served as a teacher, curriculum leader, assistant principal, principal, athletic director and now can add "author" to her resume. Pearson has penned a fascinating new book titled "Truth Transforms Education: A Framework For New School Leaders" and its intended to be a reflective resource for principals and any leader, jam-packed with the most powerful intel and lessons Dr. Pearson has gleaned throughout her varied and rich education career.

Dr. Pearson spoke with Patch to share everything from what sparked her to write the book to the biggest takeaway for readers.

Patch: What motivated you to first get into education?

AP: I was born in Detroit and went through Detroit public schools. My mom was a teacher and I always said I wasn't going to be a teacher [laughs]. There was a experience I had in high school where a teacher began talking about how some teachers don't care what's happening in the classroom and they're there to take a paycheck. I thought that was terrible and someone had to do something about it so I made the adjustment to go into education and I went to Purdue University. I was going to stay in Indiana but I wanted to help my community so I came back to Detroit and worked in the Detroit system. My children went to school there.

Detroit is my city. What I've come to realize is that the challenges going on in that system are universal. We're all struggling to make sure we engage our students so that makes me even more aggressive in my drive and passion to help educators all over because the babies in front of you deserve to have a wonderful education experience. Even though my heart belongs to Detroit, it belongs to the kids. Wherever the kids are, I'll be. I just want to help where I can.

Patch: What sparked you to write this book for principals?

AP: I always thought maybe I would one day sit down and pen my memoir with the things I did and lessons I learned but after this last school year when I was a principal, I saw colleagues struggling and it impressed on me there needs to be something out there. I made a decision to shift gears in my career. To stay in education but expand my reach and sphere of influence and during that transition period I wrote the book. It started with jotting down a couple things as a first year principal and it blossomed into this book. It was never intended to be on the New York Times Best Seller's List but as a guide to help people starting out who may not have a mentor. It's not a recipe or a step by step book. It's just a reflective piece to help that person.

The things I highlighted in the book can transcend all areas and demographics because it really focuses on helping the leader become grounded and strengthen their set of values and morals. Those things influence a principal's decisions and help them empower teachers and students. Even though my experience was in the urban area, the principals can be from all walks of life. This book will help anyone charged to lead people or see their organization thrive or build capacity in people. These are things I feel are key foundation principals.

Patch: It sounds like no matter how terrific the teachers are, if a so-so principal is at the helm, then that lack of leadership can has a trickle-down effect on the entire school?

AP: Yes. I'll use the analogy of a sports team. A principal is the coach, trainer, GM, everything that people don't see outside of the action of the court. The principal creates the environment and enrichment experiences that allow the players to be on the court and have fun. The principal works out the budget that allows teachers or special programs to come in. They're the person that goes out and looks for resources. They have to come up with policies and procedures and engage parents and rally behind the staff and help create that relationship that will help the school environment thrive. That person is on roller skates on top of supporting teachers and modeling and providing professional development.

If teachers don't feel safe or respected or part of the vision the principal wants for the school, they're not going to want to stay or give it their all. Their frustration will leak out in the classroom and the kids will get frustrated and their parents will get frustrated. That's where the leader comes in to create the climate and culture that helps teachers build and grow professionally.

Patch: What's your number one lesson for first year principals?

AP: Know who you are - that's actually the first big principle in the book. It's important to understand why you decided to become a leader. If you're entering into this role for reasons other to help children and people - it's going to be hard to get over the challenges. The day-to-day things that come at you with lightning speed, you sometimes lose your motivation because so many negative things hit you at once. You might ask yourself 'Did I make the right decision?' You have to understand why you do what you do and love what you do and who you are.

You also can never have enough training before you get into the job. This is one of those jobs you have to learn on the job. You need to be flexible, creative, and innovative.

Patch: What's your advice to teachers who have a difficult relationship with the principal?

AP: I've done all roles. When I was in a teacher role, I looked at some of the decisions the principal made and I'd say 'This lady doesn't know what she's talking about.' But what we don't see as teachers is all of the moving pieces that aren't in our scope so it limits how we think a problem should be solved. So teachers need to first understand there are a lot of things they don't know about. The principal isn't hiding things - there are just so many things influencing how a principal makes decisions. Just be mindful and there's a reason behind every action. The other thing is if a principal is struggling and its in an area you're good at then offer your help. As a principal, I'd welcome teachers who would say 'I know we're having problems trying to get mentors for their kids. I'd be willing to do....' That principal needs to be willing to receive the support and in the book I mention in this role you don't know everything and you won't be able to do everything and admitting your deficiencies doesn't mean you're inadequate, you're just improving as a leader.

You can pick up a copy of the book on Amazon and see Dr. Pearson at one of her upcoming seminars.