In our defense, it is not as crazy as a three-ring circus, but the analogy of three major arenas is worth discussing, and management of these components is the key. The three areas that almost everything falls into are operations, academics, and culture.

Operations

Mazlov’s Hierarchy of Needs applies directly to a school’s function, thus why operations and how a school functions leads off our three-ring Venn diagram. Before any learning can occur, distractions that can take away from learning must be minimized, and the people in the building need to be taken care of.

This begins and ends with the safety of the faculty and students in the building.
Any kind of perception or actual threat in or outside of the building will make teaching and learning difficult. The following question must be answered positively: Do our staff and students feel safe in the building? Principals must keep safety and security at the foremost something to be monitored.

Discipline will fall into this category and serve as an example of how some items span all three arenas. How well supported the teachers and even students feel when other students do clearly wrong things will impact the ease of learning. Quick, fair, and reasonable discipline will help run a school smoothly.

Another operation in the Mazlov’s hierarchy that must be monitored and the principal needs to attend to are the food service operations. Too many of our students today rely on the school as the most reliable place for two meals a day. Without this, many of our students will be hungry to learn their next timetable or write their next essay. This is a way that schools and administrators are meeting the needs of students.

Next is the simple cleanliness and temperature of the building. It distracts learning when rooms are not clean, and trash gets in the way. When the building is not cool enough or warm enough, it is a distraction that concentration in the classroom comes easy. Sometimes, the allergens in the air system can cause sickness or breathing issues. All of these things need to be running well and checked by the principal with the help of maintenance.

Three other operations that need to run well are pick-ups, dismissals, and the schedule for the day. Nothing can impact the community opinion of school more than how smoothly or inefficiently dropping off students and picking up students can be. Then nothing can impact staff more than how smoothly the transitions and switches will take place in the building. A principal has to make sure these operations are running smoothly.

Academics 

The foundation (operations) have been laid, now let’s start building the house with the principal as the instructional leader of the school.

The master schedule of the school is the number one academic matrix that a principal will deal with. Who teaches what, when, where, and how are we addressing our most pressing needs are all things that the master schedule will address. From here the principal gets to set up their strategic plan for the entire school. This will impact how the schools budget is spent.

The next academic aspect that the principal monitors is the actual academic progress of the school. This involves how data is being tracked toward student success and the school’s goals. This includes progress on state-mandated targets and a school’s own initiatives. Another critical aspect of this is the actual teaching and learning in the classroom. The evaluation and progress of staff in the art of teaching has to be one of the top priorities of a principal. A rising tide raises all ships, thus if there is improvement in those who are teaching, more student success can’t be far behind.

Another aspect that leads into teaching in the classroom is the support given to teachers.
This spans from technology in the classroom, to assisting in the accommodation needed for some students, etc. Is taking attendance easy, can showing a PowerPoint to students happen without distractions, is the internet running smoothly, and is there someone available to help read tests to students? All of these are examples of how the academic infrastructure needs to be monitored and, at times, addressed by the principal.

Culture

With the academics and operational foundation in place, the principal must make the building one where staff and students want to come daily.

How are relationships from teacher to teacher? Is there good professional collaboration taking place between staff so they are improving their craft? Is the principal providing time for staff to get to know each other personally and for relationships to grow. If relationships grow at the staff level, they will carry over from staff to students. A faculty that wants to teach, will lead to students who want to learn. How a principal addresses morale (the desire to charge the hill) will directly impact student success.

Another major aspect of culture that a principal needs to directly impact is how welcoming the community feels when they come to school. When someone walks in, how welcoming is the atmosphere? Do parents and guardians feel as if the school is an advocate or adversary for their student? This can range from the type of events held on campus to the frequency of events.

Lastly, especially in higher grade levels, how a principal encourages and supports students in extracurricular activities can impact the culture of a campus. Many secondary students academics take a back seat (no, it should not) to their extracurricular activities, but either way, it still brings them to school; that is the most important thing!

So, what does a principal do? It is a tightrope of items to focus on from making sure the campus is a place where learning can take place to making sure learning is taking place to making sure the school is a place where stakeholders want to come and learn every day. Some days, operations will be the focus. Some days, academics will be the focus, and some days all three items will be addressed multiple times. Balancing this three-ring circus is the primary thing that principals do every day.

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There are numerous ways that an administrator can engage students. Mostly, these will be overall positive interactions. There will be times when the interactions will be disciplinary and where remediation is necessary. However, even in these situations, a positive interaction and end result can occur.

Grade levels will determine the nature of administrative relationships with students, but the ongoing goals are the same. The lead administrator sets the tone in the school and should be encouraging, nurturing, set high academic and behavioral standards, and foster a sense of community within the school.

So while you occupy one job description, your roles are many. You are the chief citizen, encourager, cheerleader, disciplinarian, goal setter, public relations officer, community liaison, academic officer, and so forth. Legally, you are acting “In Loco Parentis,” a legal term that signifies that you occupy the role of parent during school hours.

Strategies for Engaging Students

Let’s look now at the specific ways that an administrator can engage students. The first is a very general engagement, but in many ways it is the most important. You are the face of the school. You set the tone, mood, and are the primary shaper of the school culture. Simply put, you will walk around and get to know people: students, staff, parents, and guardians etc.

Make an effort to introduce yourself, learn the names of your students, and develop ongoing relationships with them. Inquire about their academic progress, the extracurricular activities they are involved in, their hobbies, and their general well being. Know your boundaries. Do not pry into personal areas that students are reluctant to talk about, but leave things open for students to approach you on weightier personal matters if they’d like. You can then take appropriate steps to refer them to a counselor, contact their parents, or call social services if need be.

You can at times give personal guidance, but be careful not to stray over any lines you shouldn’t cross. This is an ongoing balancing act, and you need to regularly check yourself as well to be aware of the appropriate protocol in these situations. If a grey area arises, wait and seek advice from a colleague. Never act impulsively.

The principal/administrator will also engage students on the academic level. While it is the role of the classroom teacher to deliver instruction, the principal plays a large role in promoting and rewarding academic achievement in the school. This is typically done at the end of the marking periods, possibly monthly if the school has a “Student of the Month” program and at the end of the year, for yearly academic achievement awards. At the high school level, it may be for recognition of an academic or athletic scholarship a student has been awarded.

Conversely, the principal can engage students who are struggling academically to lend assistance, point to resources, play a role in possible retention, and/or suggest an alternate program of study.

As I mentioned in the opening, the principal occupies many roles and is the primary shaper of the culture. A facet of schools that you don’t hear about too often these days is the goal of developing good citizens and promoting good citizenship. This was one of the original purposes of schools in the colonies and the early United States, if not the primary purpose. It still exists, but is often implied rather than actively promoted. At my school, we make an active effort to recognize acts of citizenship through our “Caught Being Good” initiative. Students that are acknowledged for good deeds receive a small certificate, pick a prize from the prize box, and get their picture taken and posted on our Facebook page. This is a quick and easy way to recognize and engage our students while we promote citizenship.

Another way for administrators to engage students is to attend extracurricular events. This can range from family nights, talent show competitions, sporting events, school concerts and plays etc. As the principal of an elementary school, I have to attend each event the school has. It is a fun way to interact with students and families, and they show appreciation when you attend and show a genuine interest. When I was a high school vice principal, I went to one sporting event for each of the sports. On the high school level, there are far more opportunities to attend events and you have to pick and choose so you’re not out every night of the week.

These are a few of the main ways administrators can interact with students throughout the school year. The last mention I would make are community events that are not school sponsored. This can range from sports leagues that are not school affiliated to town fairs, festivals, etc. This isn’t something that you are obligated to make a part of your schedule, but if you have opportunities to go to any of these events, I would recommend it. It shows you are interested in the community you work in beyond your paid responsibilities and obligations.

*Updated December, 2020

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Foster Positive School Culture and Vision

Schools are judged immediately by children, parents, and staff when entering the building or any following encounter. The principal is vital to ensuring there is a culture that supports students so they feel safe and are able to grow and learn. From the beginning, having clear expectations of all constituents is vital. People need to know what is expected of them while in a school and also what to expect of each other. Having predictable behavior, norms, and routines allows people to know what is available to them and what to expect of all people in the school.

The expectations need to develop from the purpose of a school – to help build positive community members. Having a shared vision that everyone is working towards reminds people of the purpose to develop a community of support. The principal’s role is to clearly articulate the expectations and shared vision through a variety of platforms.

While curricula, communication, and resources are important, the greatest way for a principal to foster a positive atmosphere is by leading by example. The principal needs to help students, staff, and families see how the central vision is part of our everyday work while behaving in a manner that reflects the personality of the school.

Be Visible

To model the positive behavior and lead by example, the principal needs to be actively involved in the school by being visible in person, online, and through communications. The principal needs to be in classrooms, hallways, bus lanes, and events. When present, the principal needs to interact with the students, express interest in their lives, their learning, and comment on the great things happening in the school connecting it to the school’s mission. This reinforces the notion of our shared purpose to help students.

In addition, especially with many schools closed off from parents and caregivers due to COVID, this interest and investment needs to come through in other ways. Whether it’s a weekly newsletter, Twitter, or another social media outlet, the principal needs to bring the school into the larger world by promoting the learning and development occurring. Being visible, the principal models and promotes the school’s success and connectivity with the public at large. This way, the actions of the principals are being seen while proving their leadership capabilities.

Develop Relationships

An effective leader needs to work effectively with others. By developing relationships, constituents are willing to do their best to support one another. Consequently, the principal needs to show they care in order to make sustained, meaningful connections with students, staff and families.

A trusting bond exists when a principal authentically takes interest in the work being accomplished and learning about each individual is as a person. However, a true relationship goes beyond just getting to know each other. A leader needs to demonstrate empathy – being willing to help and understand the other person’s motivations and views. This is often the “test” that solidifies the trusting bonds. Strong relationships allow people to be better collaborators, as they are able to support each other to grow.

Support Staff Growth

As previously mentioned, a strong relationship will exponentially help with the growth and development of staff. Being visible in the classroom allows the principal to see what is happening on a day-to-day basis and also allows the staff to see the principal has a genuine interest in what is occurring in the classrooms. Every time a principal is in a classroom, whether it be an observation, modeling an instructional technique, or coaching a strategy, it is an opportunity for growth. The principal can complement teaching that can be replicated and give feedback for an area of growth.

Information learned from classroom visits also extends beyond the classroom, as the principal can develop targeted professional development based on what has been viewed. Teachers will see the connection between the professional development and their own growth, allowing for things to be applied with more fidelity.

If the professional development is deliberately connected and explained by using classroom data, teachers are more likely to enact school- and district-wide initiatives. This allows for opportunities for shared decision-making that augments the learning for students and the notion that each person’s voice matters and can influence the greater good.

Another benefit to being in the classroom to support staff growth is it allows principals to best support teachers with their own learning community. Discipline issues will be handled more effectively as knowing a teacher’s approach to classroom management will allow for the reinforcement of expectations along with appropriate restorative actions when needed.

In addition, the support allows the principal to make sure that the expectations for staff are being followed. Staff is well aware of other members that may not be putting in the efforts needed on a day-to-day basis. While not always enjoyable, the principal needs to be the leader in holding all people accountable for making sure that everyone is invested in the school.

Clear Communication

The principal needs to be a voice for the school. Communication should be consistent, timely, and developed for the appropriate audience. Correspondences should explain what is occurring in the school and why it is relevant, and it should allow people to see the inner workings of the school.

With the number of social media platforms available today, using video and/or pictures also helps convey the message intended. There should be an expected time and method as well so the community knows when and how to access information being sent out by the school. General weekly correspondences should be sent out the same day each week so families know what to expect and when to expect it.

While the message is important, it is also vital to know the best methods to communicate for the situation. Emails are easy to send out yet there are times when a phone call is the better avenue. In addition, with staff, judging whether the message needs to be individual, small group, face to face, etc. is key. Just as vital as putting out information is remembering that the communication is only valuable if the recipient needs to be able to understand what is being shared.

Adapt

There is always variability in schools. Anything planned out will often have a nuance that changes the intended plan. The principal needs to understand that change is inevitable and be ready, willing, and prepared to adjust plans as events are occurring. Circumstances may also dictate the need to be flexible with any decision-making or actions.

In addition, with shared leadership, taking input from students, staff, and the community are likely to modify any idea. Being able to listen and adjust as needed is essential in being a good leader.

Each day in a school presents opportunities for success. The principal role varies depending on each situation. However, the principal is always the leader, and the actions and behaviors as a principal establish the best opportunities for success for all.

*Updated March 2021

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