DETAILED - Fellow principal Dave Bunn says Nick Jurrens, pictured above at NRHEG Elementary in Ellendale, communicates well and demonstrates great attention to detail.
Star Eagle photo by Deb Bently
By DEB BENTLY
Staff Writer
“I’m just another member of the team,” says NRHEG Elementary Principal Nick Jurrens. “As far as I’m concerned, ‘boss’ is a four-letter word. I’m all about rich conversations and shared decision making; I can’t wait to see it in action.”
Jurrens joined the NRHEG staff in June, after having been selected to follow in the footsteps of retiring principal Doug Anderson. Jurrens began his career teaching fifth grade at Kasson-Mantorville while also coaching football, basketball and baseball. Some 12 years later, after completing the requirements to be a school administrator, he became principal at Lyle, and shortly thereafter at Triton, where his position fell victim to budget cuts. He had been the elementary principal at USC for the past two years before applying to join NRHEG.
Despite having come on board at the start of July, he says he has been very busy. “There’s a lot more to do in a school building during the summer than most people realize,” he observes. He explains that several complex reports must be submitted, details from the past year must be wrapped up, and preparations need to be made for the upcoming school year. Given that NRHEG hired 21 new staff members this summer, the administrative team spent a fair amount of time interviewing and selecting new employees.
One important priority he set for himself was to speak personally with as many members of the elementary school staff as possible. He is pleased to report that everyone who expressed an interest in doing so has been able to meet with him, leading to 40 conversations.
“Quite a few tasks have been buttoned up over the last months,” he says. “But I’m looking forward to the start of the year.”
Fellow principal Dave Bunn remarks that Jurrens’ attention to detail and strong communication practices have been very helpful as the summer has progressed. He also observes that Jurrens makes his decisions with the benefit of NRHEG’s students as his highest priority.
Jurrens reveals that, once students arrive he hopes to spend relatively little time in his office. Students can expect to see Mr. Jurrens greeting buses in the morning, circulating in the halls, visiting classrooms and supervising in the cafeteria. “I would rather be out and about,” he says. “It’s how I feel I can best meet the needs of our learners.”
From Jurrens’ perspective, it is the school’s job to challenge and engage students. “We are public servants,” he says. “As our students change because of circumstances in their homes and in society, we must adjust to serve them. Change is hard, but when it leads to improvement, it’s worth it.”
Jurrens says that, even though he no longer has his own classroom, he still very much sees himself as an educator. “Our titles define our roles and responsibilities,” he says, “but everyone at the school is a ‘teacher’ on some level. It’s our job to model the characteristics and behaviors that we want our students to recognize as being important. I’m one person on the team—there’s no hierarchy. We’re all working together to educate our learners. It just happens that some of the decisions I make affect a greater number of people.”
In keeping with that, Jurrens says he hopes to “rewrite the negative aura associated with ‘the principal’s office.’ I believe in the saying ‘Whisper criticism and shout praise.’ If a student needs to be ‘talked to,’ I might slip in beside him or her in the cafeteria and have a quiet chat.
“On the other hand, if students have shown some significant advancement, I might see about finding a reward that is meaningful to them—anything from having lunch together to tossing a football or basketball around.
“Rather than thinking of my office as a place they go when they’re in trouble, I want students to see me as another caring adult.”