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Goerke's leadership style combines professionalism and high expectations with a frankness and humor appreciated by teachers and students alike. (See the sidebar for student comments.) Sometimes he opens the staff meeting with an exchange of funny stories about incidents at school. At other times his humor is deadpan and unexpected. At a recent staff meeting, a serious young teacher is presenting site council recommendations. "To the best of my knowledge," he says, "we had 100 percent of the third-graders meet or exceed the benchmark in writing." "Well, we can do better. Right?" says Goerke in a grim undertone. Still fixed on his notes, the presenter continues earnestly with his review of the facts. A few seconds later laughter rolls across the room as the joke sinks in. "105 percent meeting benchmarks!" exclaims another teacher. When Goerke expresses disagreement or discomfort, he does it in such a way that "you don't feel put down," says Reisinger. Sixth-grade teacher Mike Yunkherr started his first year at Jacksonville attired mainly in shorts. Along with his shorts, he wore black socks — the only socks he owned. One day, Goerke, who prefers slacks and ties for male teachers, pulled the new staff member into his office. "He says, 'Mr. Yunkherr, your black socks are dorky,'" Yunkherr relates. Yunkherr acknowledges he might have bristled at the comment had it come from someone else. But from Goerke, he viewed it as benign. "He would like me to be more professional — that's just his nature," he says. "He doesn't do it out of spite. He does it out of encouragement." Goerke is attentive to staff-development issues far beyond attire. "He cares about improving the profession," says media specialist Anne Mitchell, who is working on an educational administration degree. "He has professional pride and goes through the effort to teach me. Not everybody will give you that time." Fourth-grade teacher Jim Finnegan says, "I've learned about teaching from him." A veteran Oregon Shakespeare Festival actor who changed careers three years ago, Finnegan describes a math lesson that Goerke watched him teach. "I was asking questions and leading the students toward a particular solution," he recalls. "Every time I got another answer, I would say 'No-o-o.'" Afterward, Goerke suggested that Finnegan respond more positively, saying something like, "That would be the answer if I were asking about the factors or the multiples." The idea was to make students feel good about their efforts and then redirect the questioning. Goerke models an affirming approach to teaching in his interactions with staff. "Once he gives feedback or points out some area for growth, when you act on it he always makes a point of coming back and saying 'I see how well you're doing that,'" says Finnegan. "He's really good about giving positive feedback and then I realize how good that makes me feel and I try to do the same thing for my kids." Goerke visits every classroom almost every morning. He sits and listens, talks to students and teachers, and checks for maintenance problems. Two or three times a year, he writes a note to each teacher, always containing positive observations. To a first-grade teacher, he wrote: Janie, Looks as if you are off to another good start. Your classroom is always so well organized. Children are on task, and you make certain all students are paying attention when directions are given. Great job. Bob To a resource room teacher, he wrote: Jeanne, I have been meaning to get you a note — but time has been getting away from me. I have been learning to appreciate you as a person, and as a teacher. I have also been learning to appreciate your students. They are neat kids — needy but neat. You have a nice way with children — calm, yet insistent. They must know you care about them. Bob These small gestures have a big impact. Observes Schubert: "I've had principals who've never been in the room unless there's some crisis, and they don't have a clue as to what's going on. He's in here just about every day when he's in the building. He knows the kids. He knows my teaching style. It makes a huge difference as to knowing how your building is functioning."
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The New Principal Special Report:
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This document's URL is: Home | Up & Coming | Programs & Projects: Northwest Education | People | Products & Publications | Topics © 2001 Northwest Regional Educational Laboratory
Date of Last Update: 9/28/01 
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