What Makes an Effective Principal?
November-December 1997
It has been pointed out that whenever you hear about a "good school" someone points to the principal. They are usually dynamic, good communicators with a vision, etc.
A couple of problems arise for "reform."
1. There are a limited number of such individuals and so what do you do to reform school when you don't have a good principal?
2. Even some who have all the qualities that we regard as exemplary may function more
like benign dictators who do not build leadership into the staff but rule "top down". So
what do you think makes a great principal for both the short run and the long? And what
do you think can be done in the unfortunate absence of this archetypal hero?
--Joe Rafter
I just finished a mini research paper on principals and this is what I concluded. In the old
paradigm, principals were trained as school managers who dealt with the regular
"runnings of the schools." Unfortunately, this is not in alignment with the new emerging
role of the principal today. These are the key findings from Marsh (1997): Effective
principal's integrate management and educational leadership, integrate
educational leadership pieces (activities and functions), deepen and integrate views of educational
leadership, reflect about integrated educational leadership and school life, and transform
the school in relation to a vision. The principal at my school is an effective manager who
knows the pieces of management but lacks the instructional leadership skills. This drives
me crazy when I facilitate science department meetings. My solution is to keep her
informed of everything we discuss at our meetings, which
involves frequent "in her face" meetings because she doesn't quite understand
what we are trying to do (improve instruction). We love her dearly, but she
just doesn't have the leadership skills needed to run a reform school.
--Diana Taga
My response would be that teachers who find themselves with a "benign
dictator" need to empower that individual to hear the voice of his
teachers. Most principals are "running scared" of the political pressures they face. They need to learn that an effective school, a
school which can stand together with one voice, provides a principal
with a much better buffer against criticism and pressure than when
he/she is perceived as "the" target and stands alone without the support
of his/her faculty. Decisions which are shared are much more likely to
be defensible than the decisions of a single individual.
A good place to begin with such a principal would be to suggest a leadership team, a
principal's council, which would meet regularly with the principal and be liaisons back to
the rest of the faculty. The faculty could communicate concerns, issues, and ideas back to
the principal through this group. This would be a relatively low-risk approach for a
principal to take to foster inclusion in the decision-making process.
I think that principals have a tough assignment, and those who are not
strong and visionary, need to be supported by a staff who can help them
become more comfortable with being more forward-looking and change
oriented. Not all principals are capable of making the leap from
dictator to coach, but teachers working collectively and supportively
can help many principals make this transition in management style.
--Jerry Swanitz
I've been fortunate to have an innovative, strong principal in the past few years who is
also a dedicated teacher. I believe the principal should have roots in classroom teaching.
That perspective is vitally important if reform is to be implemented. A good principal
certainly needs to have a clear vision of how the school should be run, the quality of
personnel/faculty he or she wants, and the ability to voice his/her opinions and beliefs
about education. Carmen, my principal, is certainly an advocate for the students as well
as the staff. She is willing to share with other administrators how she runs the school and
this is important if there are to be changes in administration. I feel she is a good role
model who has affected other principals in our district. If there were more principals like
her teaching and helping as mentors, this would certainly start improving the kinds of
principals we now have in the system.
--Alice Hom
Those of us who know her know she is the best. What can people do who
don't have the best, or even close?
--Joe Rafter
In lieu of the charismatic leader (by the way, we are lucky to have one here at Westie, Mr.
Donald Pellegrini), I would vote for my definition of a good leader, i.e. one who leads by
bringing out the best in all of her constituency.
--Maggie Hoyt
I definitely agree with Maggie about a good principal—one who brings out the
best in her teachers and staff. I would add that recognizing and supporting
those strengths is probably not a skill that comes easily to most supervisors
(at least in my experience). I also think that that more than a superficial
commitment to a school, it's children and families is a necessity in a good
leader. A long term investment in the school and community should be expected
from principals—that is one reason I have no problem with principal tenure
(an issue in NYS right now). Consistency in leadership is so important.
--Judi Fenton
Could it be that the problem with principals is, in no small part, the
following? Although they are supposed to function as leaders of a school
community, they are not accountable to that school community, but rather to
the bureaucratic structure which essentially chooses, rates, disciplines and
removes them, and which is the avenue to further progress in one's
administrative careers. Should it not be that a leader should be answerable,
first and foremost, to those whom she aspires to lead?
--Leo Casey
Leo's last point concerning principal's accountability really hits home
with me. So many times, I have encountered principals who fit the profile.
--Peggy Wyns-Madison
Absolutely, Leo! I think you've said it in a nutshell. How, then, can
principals be made more accountable to the educational community they serve?
I would have thought that principal tenure would do just that—free the
educational leader to do the right things by his/her constituents. But it
hasn't done that. And what does it mean for us in NY who have a chancellor
who wants to be able to remove principals? Am I off target on this???? Or
are
we to anticipate less principal commitment to schools?
--Judi Fenton
While I too agree with Leo, we cannot simply look at changes in
principal accountability without addressing whole-scale changes in school
accountability. It is not simply a question of making principals
accountable to the school community, but making the school itself
accountable to the community. And to do this requires giving schools a
significant stake in their own accountability. This translates to
moving control over budgeting, hiring, and development of curriculum
closer to the school as the focal point for decision making and
governance. Until this happens, principals must dance a delicate dance
as they try to protect the school from districts that want to
micromanage. It is often easy, as a teacher, not to see the battles
that principals have to face as they try to make the schools which they
lead better. What is unfortunate is that too often these battles don't
have students at the center of their concern.
--Mark Silberberg
I just got an e-mail from Judy suggesting that the focus of the
"principals" discussion move on to ways to democratize a school. In
between your holiday shopping and general merry making perhaps you
could all give a thought to the problem of involving everyone in a
school community in the "life". That is, can we come up with ways of
making it possible for everyone from students, parents, staff, teachers,
and (yes) administrators to participate in authentic ownership of their
lives and their own destiny as fully entitled members. My experience is
that there are a great many tokens of membership and trivial exercises
supposed to represent genuine membership, but a real shortage of
commitment to empowering all of the segments. You know the "Let's have
the custodian vote on the cafeteria menu", kind of involvement. How can
we approach the people who have been fooled a million times and ask them
to take us seriously? How can we get the people in position of
bureuacratic power to first see the benefits of a democratic
environment? And for those who do, how can we help them to implement
it? I realize it is easy to ask these questions and far more difficult
to design strategies to be effective. To even consider this we will
have to wade through the trite, the banal, and the truly hackneyed. But
I realize for myself at least it is fundamental. Do I really believe in
the possibility of democracy or do I opt for some form of realistic,
efficient accommodation to "what is"?
--Joe Rafter
One last shot at the principals question. Suppose you were going to get
together with a group of people and start your dream school (public,
private, or public charter) would you organize it around an
administrative hierarchy, around a teacher, student, parent, staff
cooperative with rotating administrative duties? Would you brain storm
to find a unique form of governance?
--Joe Rafter
I think that Principal's and Director's are in a difficult position because of
the politics within the system and district's—as Mark mentioned, they
are often under pressures/expectations that we, the classroom teachers,
aren't privy to. However, if the welfare of children and honesty were made
priorities, then I think Administrators wouldn't be caught. I also agree with Leo and accountability to staff—as one who has anything but
a pleasant relationship with her Director, I think mutual accountability might balance
things out. Ah, but hierarchy doesn't lend itself to mutuality.
--Lexi McGill |