School principals are the
most trusted leaders in the country – more than military and
religious leaders and local elected officials, survey data show.
They are extraordinarily important to students’ academic success.
Principals are
second only to teachers among the factors during the school
day that affect student learning, research indicates.
They set the tone and climate in schools, hire teachers, develop
school schedules, and are akin to middle-managers in school
systems, carrying out and disseminating the district’s directives
and priorities to teachers, parents, students and school
communities.
However, long working hours, high-stakes accountability measures,
federal and state mandates, and lack of autonomy have contributed
to an annual 18% turnover
rate—a phenomenon that’s more acute in schools with high
enrollment of low-income students and in rural and urban areas.
Leadership churn can lower
student achievement, dampen teacher morale, and increase
teacher turnover.
Most principals are former teachers, with several years of
teaching under their belts. They typically attended a two-year
preparation program and passed a state licensure exam.
While many school districts have formal programs to steer
talented teachers into school leadership, it’s often up to
aspiring principals to forge their own paths.
That’s one reason why the principalship has remained predominantly
white – 78% are white—even as students of color make up
54%
of those enrolled in K-12 public schools.
Though the majority of principals
are women—54% — they are still underrepresented in school
leadership relative to their presence in the teaching workforce,
where women make up more
than three-quarters of educators.
The mismatch between the race of school leaders and their
students continues to be a challenge for schools and districts
even as research increasingly shows the benefits of same-race teachers and
educators for students
and teachers.
Principals are great sources for journalists on all sorts of
issues. They can provide valuable insights based on their
on-the-ground experience and steer reporters to important
stories. In addition, there are important stories to be told
about the principalship itself.
Reporters can look for stories on efforts to make the principal’s
job manageable; how principals engage with their communities,
especially during fraught public debates; how principals
incorporate student voices in decision-making and approach school
discipline and other equity issues; and how principals empower
teachers. Don’t overlook the role assistant principals play in
schools.
This resource page will help reporters understand the principal’s
job, contemporary challenges, and what the research says.
Published: November 2021
Compelling Principal Stories: It Can Be Done
One of the education system’s most powerful influences on student learning is often ignored — the school principal. Journalists frequently find it challenging to capture the complexities of the job. But the collection of coverage we’ve assembled underscores that this facet of the education beat is replete with interesting angles.
Covering School Leadership: Three Stories to Steal
In my prior post, we talked about “10 Questions to Ask” when writing about school leadership. This time I’m offering three stories to steal.
Ten Questions to Ask on School Leaders
When I was covering the education beat in Las Vegas, an annual survey of teachers in the Clark County School District (the nation’s fifth-largest) always yielded plenty of fodder for stories. But what struck me in particular was the No. 1 reason – year in and year out – given by teachers when asked why they had decided to leave a school. It wasn’t overly challenging students, or low pay or a long commute. Rather, it was dissatisfaction with their principals.
Effective Instructional Time Use for School Leaders: Longitudinal Evidence from Observations of Principals
We find that principals’ time spent broadly on instructional functions does not predict student achievement growth. Aggregating across leadership behaviors, however, masks that some specific instructional investments predict year-to-year gains. In particular, time spent on teacher coaching, evaluation, and developing the school’s educational program predict positive achievement gains. In contrast, time spent on informal classroom walkthroughs negatively predicts student growth, particularly in high schools.
The Wallace Foundation
The Wallace Foundation is a national philanthropy, based in New York City, that aims to improve the educational opportunities for disadvantaged students. The foundation has invested heavily in research and resources aimed at improving the positive effect principals can have on school and student performance. They have also put significant funding toward expanded learning, summer learning, and after-school.
The National Association of Elementary School Principals
The National Association of Elementary School Principals has been the leading professional organization for elementary and middle school principals since 1921, advocating on behalf of these administrators beginning at the local level all the way up to federal government.
The National Association of Secondary School Principals
The National Association of Secondary School Principals, founded in 1916, is the leading professional organization for the nation’s middle school and high school principals.
Principal Ideas: Stories on School Leaders
67 minutes
Even the most talented teacher will be less successful under a bad principal. But how do you cover what really matters about principal leadership? This webinar offers five “story ideas to steal” and spark your own ideas for compelling coverage. As a launch pad for the discussion, the webinar will feature clips from the recent documentary “The Principal Story.”
As Poverty Spreads, So Do the Challenges for Schools
A new report highlighting the growing rate of poverty among suburban residents warns that traditional policies aimed at combating indigence aren’t designed to address the problem adequately.
Guiding Principals: How to Recognize Innovative Leaders
EWA’s 66th National Seminar was recently held at Stanford University, and we asked some of the education reporters attending to contribute blog posts from the sessions, including one examining President Obama’s universal preschool proposal.
The Effective Principal
This research brief describes the “five pivotal practices that shape instructional leadership” based on an examination of 10 years of research and advocacy work from the Wallace Foundation, an influential philanthropy that works to improve the education for disadvantaged youth.
Building Cohesive Systems to Improve School Leadership
This research brief examines the results of the Wallace Foundation’s efforts to build Cohesive Leadership Systems — i.e., better cooperation among school leaders at the school, district, and state levels. The researchers conducted more than 400 interviews in Delaware, Georgia, Illinois, Indiana, Iowa, Kentucky, Massachusetts, Missouri, Oregon, and Rhode Island; and surveyed more than 600 principals. The researchers find that interagency cooperation can be effective.
Searching for a Superhero:
Can Principals Do It All?
Published June 2002