Is the ultimate authority at the school level and is responsible for the governance of all aspects of the day-to-day operation of the facility. Principals report directly to the local superintendent or one of the deputy superintendents. High schools and middle schools may have an administrative team composed of a principal and several vice or assistant principals. While some elementary principals may have an assistant principal (depending on the size of the school), they frequently work solo and may be in charge of more than one school building. The job of the high school principal is generally considered the most demanding of the three and, consequently, high school principals are often paid more than their elementary and middle school counterparts.
Principals are expected to be instructional leaders in addition to carrying out other administrative duties. Like the superintendent, the principal is expected to be an educational generalist. Principals set educational standards and goals, establish school policies and procedures, supervise teachers and other personnel, monitor student progress, ensure appropriate record keeping, and act as a liaison with parents and other members of the community.
In the process of setting school-level policies, principals sometimes call for input from faculty/ personnel and sometimes do not. Because they are ultimately responsible for ensuring that policies are observed, they must communicate policy parameters to their staff and defend or explain policies to the public. Principals must thoroughly understand their school’s mission and ensure that policies support it.
One of the largest duties that a principal undertakes is the supervision and evaluation of professional and paraprofessional staff. Principals are also key players in the search, recruitment, and interviewing process for new staff members. They assign teaching duties, establish schedules, and when necessary, appoint staff to various committees. Principals are responsible for informing their staff of recent developments at the school level and other important information, and this is mostly accomplished through scheduled staff/faculty meetings.
These meetings also allow principals opportunities to request input into the decision-making process from school personnel. Principals are instructional leaders who often observe teachers and offer feedback and advice for improvement. They expect that teachers will keep them apprised of any out-of-the-ordinary occurrences in their classes that need the principal’s attention or input.
Principals are the final authority on administering student discipline within the school. They also have the last word on student assessment and grading. The principal has the right, in most schools, to overrule a grade assigned by a classroom teacher. Principals, sometimes in concert with other professional staff, decide if students will be retained in their current grade level or will be passed into the next.
Principals create the schedule for the entire school year, assigning teachers to classes and establishing all classes within a set time frame. They manage school budgets, set priorities, and determine how funds will be allocated. They are also the most readily identifiable public personality of the school and are therefore the primary representative of the school, its policies, and its achievements to parents and the community at large. In 1991 both the National Association of Elementary School Principals (NAESP) and the National
Association of Secondary School Principals (NASSP) created a list of proficiencies that exemplify effective principals. High-performing principals provide extensive leadership and decision making, encouraging others to attain excellence while promoting a sense of community among all school members.
They communicate effectively and model appropriate behavior, as they involve all concerned stakeholders (parents, community members, students, educational personnel) in decision making and attempts to reach consensus. High-performing principals promote and enhance learning by supporting the development of an excellent curriculum and instructional delivery process. They supervise their staff’s professional development and encourage them to learn and to grow as educators.
Effective principals also ensure that assessment measures are in place and that the assessments accurately measure the progress of both students and staff. They organize and manage all aspects of the school’s day-to-day workings, which include staffing, making schedules, managing time, implementing policies, and maintaining the building. Principals also prepare and manage the school-based budget. Finally, effective principals are politically astute and can garner the support of key community players and deal with political issues that may arise.
Elementary and secondary schools will be negatively affected by a predicted shortage of principals in the years to come. The expected shortfall will be due in part to the number of expected retirements of current principals. A greater impact, however, can be found in the attitudes of current teachers toward the position of principal.
Most teachers indicated they would not seek an administrative position, because they feel principals are not paid well enough, considering the responsibility they carry. Many teachers assert that the position demands far too much time and commitment. It is too difficult, they say, to attempt to address all the needs of the school while meeting the demands of all concerned stakeholders (e.g., parents, the local school board, businesses, and state and federal educational authorities).
As an aspiring teacher, your relationship with your principal will be important, because he or she will have a direct impact on your job. You may or may not have an opportunity to express your wishes regarding what you teach. Your principal will also visit your classroom frequently and will likely be in charge of your performance evaluation. And your principal will be instrumental in helping you to maintain discipline in your classes and will often serve as a bridge between you, and parents, and the community. A new teacher’s success often depends largely on the relationship he or she has with the principal.
Remember the school principle serves in a vital role and works closely with all internal and external stakeholders. Therefore their role within educational governance is necessary for the operation of their school.