Section 1.1: The Difficult Conversation

"Mr. Glenn, you don’t care about the students! Just so you know, I’m recording this conversation, so don’t claim I was disrespectful this time!"

"Yes, ma’am, I do have someone else present."

"That’s typical of you! I wasn’t even supposed to speak with you!"

"That’s probably because I’m the Principal of the school. Typically, significant calls are directed to Principals or Assistant Principals, but what do I know?"

It was clear that this parent had no intention of allowing me to express myself. In the past, I would have rushed to defend my position, but with experience comes the wisdom to recognize when to engage and when to listen.

Subsection 1.1.1: The Art of Listening

"You're just not committed to what's best for the children! If you were, my kids wouldn't be held back. That’s entirely on you, Mr. Glenn. No one respects you, not even the children or your staff!"

"Yes, ma’am, I understand. I need to return to preparing for our first day of school."

"Oh, so now you're invoking your authority! Just know that I’ll be praying for you."

"Thank you, I appreciate—" Click

While I wanted to respond, "You frequently struggle to get your kids to school on time, with absences exceeding 20 days. Yet somehow, I bear the blame when one of your three children is retained due to your lack of involvement," I knew that such honesty is rarely appropriate in my role.

Section 1.2: The Need for Shared Accountability

Perhaps what’s necessary in education is a balanced sense of accountability. Currently, it feels as though the responsibility falls solely on educators. I considered sharing these insights with her, believing that the truth might lead to self-reflection. However, choosing kindness and restraint was a wise path. This year, I'm dedicated to ensuring that my focus remains on the well-being of my students, staff, and community.