what's in a principal?

​I have been reading the articles in the Courier Journal about the state’s (Kentucky) recommendations that some principals be replaced at JCPS.  I don’t know much about the process that is used for these recommendations, and I don’t know much about the schools that are mentioned.  AND I don’t know any of the principals that are recommended for replacement.  The articles discuss low income schools and what the loss of principals means to the students.  Being a principal in this day and age is extremely difficult.  Being a principal at a low income school is challenging and requires expertise. 
 
Many of the points made in these articles are valid.  High principal turnover is not good for low-income schools and the students they serve.  All schools and children need consistency of leadership that is focused on the needs of children.  I question, as the article does, if spending two days at a school can give you enough information to make a recommendation of such magnitude of dismissing leadership.  But I also know that there are times that principals do need to be replaced, even at low income schools.      
 
So when do we become concerned with and address the performance of a principal?  It really comes down to a combination of factors.  I’m sure the state of Kentucky also uses a combination of indicators to make their recommendations.  In my opinion, here are a few indicators that I feel are important:

• We do need to look at student data – but that should not be the only indicator nor should it be the major indicator.  This data should be used in combination with other factors.  All pieces of data should be considered:  test scores, behavior, attendance, gaps…  How long have low scores been a problem under this leadership…?
• The other major factor is the culture & climate of a building.  Some items to consider in this area:

1. Climate surveys
2. How many highly effective & effective teachers have left in the last few years?
3. What is the percentage of teachers with at least 5 or more years of experience?  If you have many new and inexperienced teachers, this should be looked into as to why this is the case. 
4. Interviews with teachers that include exit interviews with teachers that have left.  You want to determine if leadership is focused on student needs or if they are focused on programs & initiatives.  It also helps to determine if there is favoritism.  It provides information on trust & fear – do teachers feel they can question, are opinions valued, is there fear to speak up…  Do teachers feel valued and respected?  How does the principal handle struggling teachers?...
5. Interviews with students & parents…  You have to be careful here, because you will also be getting a reflection of the teacher student and teacher parent relationship.  Sometimes you will have a good teacher surviving with leadership that is weak – these teachers meet student needs; it is not necessarily leadership meeting the needs.

• Watching the principal in action.  This is also where two days is difficult.  People can adjust to look good for a few days.  Some things to consider here:  How does the principal map out his/her day?  What happens when that map is interrupted?  What are meetings like?  Does staff have input on Professional Development and school goals?  How is conflict managed? …  Shadow the principal, unannounced on various days throughout the year.  Teachers get unannounced observations; principals should be prepared for the same.  This might give a more realistic picture.  

 
These are just a few things to consider.  Superintendents might want to question and explore further if there are problems in these areas.  I don’t envy them this process, because they do not want to pull out a perfectly good “plant” when weeding the garden.  Superintendents want to look at what is happening in the schools and determine the cause of problems. 
 
This whole discussion also brings up the question of who should be placed as leaders of low income schools in the first place.  Should we be careful of putting brand new principals into these schools?  If we do, how do we mentor them and ensure success?  Do these schools need experienced and proven leaders?  We have said that we need experienced and highly effective teachers at low income schools.  Is this true also of leadership at these schools? 
 
Thinking about all of this, we also have to consider the role of the principal.  To me, the two most important roles are:

1. To put the needs of children first and foremost, not programs & initiatives.  What is it that the children of this school need and how can we provide that?  What mission and vision do we develop to meet these needs?
2. The role of a good principal is to support and retain excellent teachers.  For it is the teacher that directly impacts students. 

 
The biggest questions – What system works best for determining the excellence of leadership or insufficient leadership in schools?  How do we respond if “good” leadership is lacking?
 
Leadership impacts teacher satisfaction which impacts students.  We cannot underestimate the power of a good leader.
 
BEcky