What Makes a Great Principal: An Audio Slide Show

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What Makes a Great Principal: An Audio Slide Show

In this audio slide show, noted elementary school principals talk about the way they pursue excellence at their schools.

By Kate Steinheimer, GreatSchools.net Staff

The classroom teacher is the most visible person in your child’s life at

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Great Principals Lead Teaching and Learning
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Great Principals Hire, Develop and Retain Excellent Teachers
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Great Principals Build a Strong School Community
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school, but it is the principal who is responsible for providing a high- quality education for all students there.

What makes a great principal? Principals vary in strategy, temperament, and leadership style, but the great ones have four characteristics in common:

1. Great principals take responsibility for school success.
2. Great principals lead teaching and learning.
3. Great principals hire, develop and retain excellent teachers.
4. Great principals build a strong school community.

GreatSchools.net talked to several San Francisco public school principals who illustrate these qualities. The principals spoke about leadership and how they meet the real-life challenges of their jobs.

Great principals take responsibility for school success. Great principals believe that the problems of the school are their problems, and they never stop trying to solve them. If a student is having trouble learning, a successful principal knows it is her job to figure out why, whether it is a learning disability, trouble with attendance, or gang involvement. Great principals are also creative in their problem-solving and approach challenges with an entrepreneurial attitude. They find ways to implement good ideas, rather than accepting the status quo.

Questions to ask at your school
1. Ask your principal: What challenges does the school face?

2. Ask your principal: What is the plan to meet those challenges?

3. Ask your child’s teacher: How does the principal get involved when a student is having trouble?

For example, most schools today have very limited budgets, making it difficult to pay for innovative new programs. When Margaret Chiu, principal of Galileo High School, finds a new program she thinks will benefit her students, she doesn't waste time lamenting the lack of funding. She gets busy. She immediately begins thinking of who in the community she can ask to help support and pay for the program. She has created partnerships with businesses, local colleges, and health care professionals that help enrich her school’s curriculum.

Whatever challenges they face, great principals don't make excuses for why their schools can't succeed. Instead they make it their top priority to figure out how their schools can excel, and do everything they can to make that happen.

Great principals lead teaching and learning at their schools. Principals at successful schools understand the strengths and needs of their students and they know what is happening in the classrooms at their schools. These principals play an active role in planning and supporting instruction that is appropriate for their students, and they ensure that school time and resources are focused on student achievement.

Nearly 60 percent of Moscone Elementary School’s students are English

Questions to ask at your school
1. Ask your principal: What are our school’s main academic goals?

2. Ask your principal: What steps are being taken to achieve those goals?

3. Look up your school’s achievement data on GreatSchools.net and ask your principal: How is the school addressing weaknesses or gaps in student achievement?

language learners, but Principal Patty Martel is determined that all of her students will be proficient in reading in English by the time they move on to middle school. In support of this goal, she allocates money from her limited school budget to pay for an early intervention literacy program as soon as a student begins struggling with reading. She also requires that all programs at her school include an element of literacy. Reading and writing are integrated into art, science, and everything else the students do.

Principals must also understand what test scores and other data say about their students’ learning and use the information to help teachers set goals and improve instruction.

When test scores at Alvarado Elementary School showed that some groups of students were not reading and writing as well as others, Principal David Weiner helped teachers develop a new plan. Teachers across the school coordinated their reading and writing instruction, so that struggling students could receive direct instruction from a literacy specialist in addition to the classroom teacher.

Successful principals must constantly evaluate what is working and what is not, and use that information to make improvements.

Great principals hire, develop and retain excellent teachers.

More on GreatSchools.net:
Check these articles on GreatSchools.net:
What To Do When There is a Problem With the Principal
What Makes a Great Teacher?

One of a principal’s most important roles is ensuring that every student is taught by an excellent teacher. Although it can be time-consuming, principals must actively recruit good teachers to their schools. Principals can visit teacher education classes to find promising new teachers; they can open their schools to student teachers and try to hire the good ones; and they can talk to teachers and other principals to find quality experienced teachers who might be looking for new positions.

Principals must also support and develop the teachers they have. Research shows that principal leadership is a key factor in a teacher’s decision to stay at a particular school. Much of a principal’s time should be spent in classrooms observing teachers, complimenting their strengths, and offering specific suggestions for improvement. If a teacher is struggling with a particular issue or group of kids, the principal should be in the classroom as often as possible, watching and helping the teacher develop more successful strategies.

Patricia Gray, principal at Balboa High School, says that she spent two to three hours a day observing in classrooms and talking with teachers during her first several years as principal. Principal Weiner notes that many teachers initially objected to the hours he spent observing in classrooms at Alvarado, but he quickly found that the best teachers were eager to work with him to improve their teaching.

Questions to ask at your school
1. Ask your principal: How do you recruit new teachers when there is an opening?

2. Ask your child’s teacher: How much time does the principal spend observing in your classroom?

3. Ask your principal: How are great teachers at our school recognized or rewarded?

Providing meaningful opportunities for professional development is another way principals can help teachers improve instruction. The principal should make sure that workshops and other development activities are related to the goals of the school and will help teachers better serve their students.

Marcia Parrott, principal at Miraloma Elementary School, pulled her staff out of a time-consuming teacher training program that was not meeting their needs. The techniques taught in the training program were not compatible with the reading program used at the school and the program instructors were not able to help the teachers integrate the two programs. Although she had to defend her decision to the school district, she was adamant that her teachers not spend their time on a program they could not use to help students.

Principals must keep good teachers professionally satisfied by showing them that their efforts are valued and supported by the principal and other teachers. Principal Martel joked that she keeps teachers at Moscone by doing all the yard duty herself. Although her comment was lighthearted, it reflects the respect she has for teachers and her recognition that the teachers at her school work hard.

Providing time to plan with other teachers is another way principals can support their teachers and treat them as professionals. One of the first changes Principal Chiu made at Galileo was to change the school day schedule to allow time each week for teachers to meet and plan together. Adelina Aramburo, former principal at Daniel Webster Elementary School, made sure her school’s tight budget included a few hours of extra pay each month for teachers. She believes this showed teachers that the time they spent meeting and planning together outside their official work day was recognized and appreciated.

Great principals build a strong school community. For a school to be successful, the administration, teachers, parents, students and support staff must work as a team. Principals

Questions to ask at your school
1. 1. Ask your child: Do you feel safe at school?

2. Ask your child: Do you think school rules and consequences are clear? Are all kids treated fairly?

3. Ask your principal: How can I get involved at the school?

must work with the staff to make school a welcoming place for all students and their families.

Principal Parrott at Miraloma holds a monthly parent-principal chat, an informal time when parents can come to ask questions and give input. She also schedules meetings and events at times when parents are already at the school picking up their children, for example, when the after-school program closes for the day.

A great school community is one where students feel safe and know they will be treated fairly. It is the principal’s job to create that safe atmosphere where children can learn. The first year she was at Balboa High School, Principal Gray was concerned about a gang presence at the school. Although it meant she had to work many evenings and weekends, she met personally with the parents of every single student who got in trouble that year. Principal Gray believes her action sent a strong message about her commitment to creating a safe learning community at Balboa.

December 2005

Comments From GreatSchools.net Users

09/25/2008:

"I am a parent I am also along with my wife very involved at school PTO, daily talks with the teacher and doing job at home this is great for parents who are trying to understand there school system. I really don't like the politics in education and no child left behind is a joke it has made public school districts. nothing but lobbyist for funding. we do have a great principal. "

09/16/2008:

"It's great! I really appreciate this article. Now I have known my great website to search."

09/16/2008:

"These articles are very stimulating, filled with lots of inspirational aspects, i am sure the existing school teacher, will surely make their plans to lead their schools as the next principals, it also gives clues and the way to overcome the obstacle."

09/15/2008:

"All of that is very important, but how are we classroom teachers supposed to cope with 45 students in each kindergarten? How do we find desks and fit them into widowless classrooms where the temperature varies from 90 in the pring /summer/fall to 59 in the fall/winter/spring? How do we all remain healthy when thi ventilation system is clogged with thick, black dust?"

08/25/2008:

"This article is 100% on. I became the principal described above. I put my heart into it. But other admin. feared me because I set the bar too high. The supt. thought I would eclipse him. The system 'removed' me. There is no hope for our failing public schools. I am in a private school now where this sort of leadership is appreciated and rewarded."

08/7/2008:

"Excellent article I have read ever on principal. it is thaught provoking as it provides lot of insight as to what makes you a great principal. useful for existing as well as would be principles"

07/30/2008:

"This is the greatest educational article I have read for a long time.I am a classroom teacher but I would like to post some of these questions on my notice board."

07/30/2008:

"i just read your article. it is very useful to me to become a successfull principal. i wish to have more and more articles like this. please continue."

07/3/2008:

"I'm pleased to understand the herculean task of a Principal. and how I wish I could do those great jobs of an educational leader. Thanks for this opportunity"

07/3/2008:

"I'm really pleased to read information on school leadership and how I wish I would be one someday."

06/9/2008:

"I read the article from the hightly skilled teacher and I want to say 'You go girl!' The problem in our school besides the fact that the principle is never there, doesn't come to any PTO meetings,didn't attend graduation or awards ceremonies etc. is that there are about 8 to 10 parents that you can count on to help with the fall festival, work on Field day, etc. The parents either don't take the time or won't make the time to be involved at the school. They don't know their childs teacher, they don't know the principle, they don't go to board meetings, etc. Some of these parents have jobs that don't allow them to volunteer, but many just don't care, school is a babysitter and they will be the first to join a bandwagon saying what a terrible teacher someone might be. I know someone who's child hung themselves and that parent, blames the school system for not warning the parents. It's time the parents start stepping up and taking some responsability for the failures of you! r children. If my child got in trouble at school he or she would be in more trouble at home. This is not the case in many households these days. The people that are elected to the school board should be held responsible and accountable for things that happen or don't happen in the schools. They hire the superentendent, he or she evaluates the principles and these principles evaluate the teachers. If there is a problem in school administration then the school board members should be at the school, they should know the teachers names and what classes they teach, they should know who the volunteers at the school are and when there is a serious problem with a principle not doing there job teachers and parents expect the superentendent to do their job and take care of problems. Because every decision that is made is supposed to be about teaching the students and helping them to succeed. Being on the school board should be a position that is taken VERY Seriously because ever! y decision every vote concerning funds, positions, ect affects! the stu dents, all the tax payers etc. It is not supposed to be about politics and who knows who or who sucks up the most etc. In case you're wondering I live in a small district where the school district is the largest employer in the county. "

06/2/2008:

"I am a teacher. I never realized the politics involved in education. I am disgruntled to say the least because I can not go to my assistant principal or principal with a dilemma. I am severely perplexed because I feel fear is a tactic used to retain teachers since our school has a high turn over rate. I am told how I can not feel by my principal when I say I feel threatened by the administrators. 'This is a nurturing enviornent', she says, but I don't think so. But it doesn't matter because I am then told to look up insubordinate and learn what it means to have a superior. Will my voice be heard? Does my voice matter? Why do I feel like the poor defenseless powerless teacher when I speak to the almighty, superior, powerful principals at my school. Even worse, others express the same thoughts I have and are afraid to speak out. I've learned to say what they want to hear and smile as if I'm okay and (KIM) keep it moving. I think better relationships should be formed between te! achers and administrators because its a us against them type of thing. The article was great."

07/6/2007:

"I am a middle school assistant principal. The suggestions, ideas and plans are incredible. The data usage is so critical to the support of student achievement and performance. Data drives the classroom lessons and is the stop light focus to reteaching and reassessing. However, it is important that the faculty, staff and administration comprehends the vital importance of data and how to use it. So often we take for granted that everyone understands data. Student data is critical to the success and performance of each child. Collection of data is a measurable method for teacher improvement. Thanks for allowing me to comment. "

04/23/2007:

"I feel this article is good, but it is missing one very vital aspect to the success of education and that is Great Parents and Great Students. Somehow educators are expected to do what God himself cannot do. Make people do the right thing. Many parents and student believe that all they have to do is show up and education will simply flow from the fountain of the teacher classroom into the students brains. I like that the article reads that a quality education comes from highly qualified teachers. There are many highly qualified teachers in the classroom, but very few highly qualified parents in the home resulting in poor quality learners. We are living in a time where many of the students in our classroom are raised by parents who themselves are not very educated and dropped out perhaps to raise them, or by a grandmother who had to work or was unable to really deal with the task of parenting at a late age. They have also had the overexposure of television, cell phones, Ipods! , cd players etc. to the point that when you mention a book to them they look at you and cringe. Education and the value of it begins at home and should also be instilled by our society, but far too often parents want them to learn but cannot or will not do anything to facilitate that effort, and although our society sends out a public service message every so often from some celebrity chiming that students should stay in school, every reality television program, or video preaches that you can make it the easy way--just believe in yourself(American Idol!!) Many students will tell you they are not worried about the future because they have it all figured out. What they may not come out and say is that plan has a great deal to do with living with mom and dad or the governemnt until they do. I'm not saying this is all of the kids by a long shot but it is most. I know because I am a highly qualified teacher, and when I'm in the classroom, I often wonder what our future will bec! ome. When you have tenth grade students writing at the fourth ! grade le vel-that is a problem that my one semester with them cannot remedy. Often times we as teachers are made to pass kids because parents cannot accept that their child has not mastered the skills to pass-and instead of insisting that they be held back until they do, they will fight the teacher to the end, and blame the teacher for the childs failure. The principal, wanting to keep the peace with the community, will often bend to the parents wishes --besides it looks bad on them when the failure record is so low so they will even go as far as telling the teacher if she doesn't have her grades up she may not have a job the following year! I wish they would do a reality show on American Education and follow a teacher, her students, the principal and the school board around for a season-now that would tell a story the whole world should see-and the rating woul be sky high!! The next article should be What makes a great parent and What makes a great student? Now that would be interesting."

07/3/2006:

"This piece of advice is very good and refreshing. This should be continued and more information put here for starters like me. I have a school for age 2-9 kids and i find it very good to read this page. Kindly send me more information if possible. Meyah Preparatory School, Medie - Amasaman. Ghana - West Africa."

06/5/2006:

"Nowhere in this article do you discuss the involvement of teachers in the principal's decision making processes. Too often principals lose their schools faculty because they become dictatorial in their methods. Your article describes one of these principals. Until teachers are brought in as experts to the school communities, a principal is just the person in charge."

05/1/2006:

"Really enjoyed the article; am presently a principal(small island state in the caribbean) aas a rural secondary school in a developing country there are many challenges one faces on a daily basis. Socio-economic conditions of students play a great part on learning and this in itself is a challenge "

04/20/2006:

"I thought this was a very good article. The impact alone shows the totality of what a Principal should do and strive to be. I am in a very tiny town that practices discrimination all of the time, especially in the school system. It is accepted here and I hate it. JUst the other day the principal said she had the right to wave the Confederate Flag if she wanted to. But when question by her superior she then changed her story.It was students that turned her in as they overheard the conversation.In the same school the other day, a teacher misplaced his stapler and blamed 3 students one of which was my son. He then told them that if anyone ever touched anything of his he would kill them and they would not live to see next year. This is really teaching our children isn't it? But this article really aims at what should be. Thank you for putting this up. Sincerely Patsy Hudspeth"

04/17/2006:

">From Michigan: Everything in this article is all noble, well and good. However, schools need the financial support from state legislators to get the jobs done. We need personal counselors, social workers, liaison officers, and dedicated parent volunteers. Everyones' role has significance and is important. Send kids to our schools whose baskets are full and we will get it all done--and then some. Otherwise, principals will need the help of trained professionals to indeed be 'great.' "

04/14/2006:

"this is an eye opener. it has given me a tool for analyzing my own credibility as a principal."

04/13/2006:

"THe material here is not much different than what is in the academic journals. Obviously, that view is not working given the dropout rate. What is missing is that schools are a reflection of our society, which has become degraded and corrupted by the culture of greed fostered by the mentality of free trade, globalization, and deregulation. As a loud proponent of airline deregulation has recently admitted, it doesn't work. Our airlines are bankrupt, the service has been greatly weakened, and a highly skilled workforce is been destroyed. As long as our children are bombarded by the 'what's in it for me?' mentality (stakeholder mentality), they will carry it with them into the schools, workplace, and home. What we need is a return to the political philosophy of our constitution - to promote the general welfare. Stakeholders be damned!"

04/13/2006:

"Being an administrator I would agree that these qualities are evident in the success of a school. The problems we face are overcome with time and a dedicated staff of people who are encouraged to meet the challenge. We face many issues as an administrative team, but we all have an underlying belief that the decisions we make are strictly for the benefit of the students. We are constantly beat down for breaking the 'tradition,' with staffing and apathy to provide students with alternatives via clubs and organizations. That is the biggest hurdle that many administrators face at their school sites. We desire to have our students receive the best, but we have a union that supports mis-guided teachers and often lets bad practices continue. I appreciate the administrative team I work with and hope in the near future we will be one of the schools that make a positive shift toward success of all students."

04/13/2006:

"Great article. I don't know how people become principals. Are favorite teachers pushed along by frienly principals? Who determines who should be interviewed for a principals title? The right person in the principal's position must be conservative and open to ideas from his/her staff. Your article helped me to understand that a principal's job is not just one of fund raising and bookkeeping. Thank you."

02/21/2006:

"Great or Effective principals must positively influence their school culture or mindset. In other words, help all the stakeholders take ownership of the school. Their administrative team must find and retain the best teachers. In English protect the teachers from the bureaucratic central office, the loudest parent, disruptive students, and untimely supplies among other issues. In my inner city public schools, we change leadership every three years; thus nearly every initiative is abandoned and new ones adopted regardless of merit. Great principals keep 'the main thing the main thing', that is student achievement, highly motivated and qualified teachers, and community involvement. Thank you very much and God bless America."

01/11/2006:

"I really appreciated this article ,'What makes a good principal.' Presently I am an assistant principal and I see the great responsibilities that lie on the principal. It is not an easy task, but hard work, perseverance, and a commitment to children let's you know that your work is not in vain. I practice each and everyday to be the best administrator I can be. The four areas the article speaks to; 1.Pricipal takes responsibility for students sucess. 2. Principals lead teaching and learning. 3.Principals hire, develop and retain excellent teachers. 4. Principals build a strong school community. These four areas are truly paramount in working towards academic achievement for all children. "