Melissa Carruth

EA 740
Dr. Klein
Fall 2013
Reflection 5
In looking at a recent blog in edweek, I came across a very interesting
report put out by the RAND Corporation. It was the findings of a researchbased study that devoted the entire article/study to ensuring the best
possible match between a principal-candidate and a school. The placement
search needs to be strategic, as if not, the outcomes could be tragic to a
school. When you do not make the correct match between a candidate and
an open principal position, it can greatly affect the ability of a school to
perform to its highest potential.
Second to teachers, the most important school factor affecting student
achievement is principals. They affect student achievement in a number of
ways monitoring instruction, evaluating staff, maintain student discipline,
managing the school budget, establishing a school culture, and engaging
with the community. These skills are imperative to a successful school.
When these skills are strengths at a building, student achievement will
improve.
Although skills alone are not enough to ensure that they will be
effective school leaders. Currently, district and states establish minimum
eligibility requirements for individuals serving as principals in public schools.
The purpose of these requirements is to be sure that there is a minimum
quality standard in the candidate pool for principal positions. Although too
often the requirements fall short because they are showing in districts,
especially in urban settings, wide variations in school outcomes.
On the contrary, ineffective leadership at a building and principal
turnover can lead to a negative impact on student achievement and schools
serving high-needs students tend to experience higher rates of turnover. It is
found that turnover occurs when the building is showing a trend and a
decline in student achievement. So instead of asking the staff to work
together to turn the trend around, they remove the principal, which typically
leads to a faster and steeper decline for a building, in regards to student
achievement.

In order to assure this proper match depends both on the principals

capacities and on how he or she is able to function within the school context.
This study believes that there are four areas that research has identified as
particularly influential in supporting principal effectiveness: placement in the
school, evaluation, autonomy, and resources. This article believes that
actions in these areas can create conditions in the school and district that
foster principal success.
When looking for the best match to a building, having a strong
evaluation system is important. Being provided with enough information to
make informed decisions based on the strengths and weaknesses of both the
school and the principal candidates is important. Being proactive to be well
versed in the strengths and weaknesses are important. Considering
additional methods of screening candidates is important. We require our
teachers to go through this, why not principals. Have the new principal
perform a teacher evaluation during the interview to help to find their
strengths and weaknesses. Having principals perform a task brings the
words on a resume and an in an interview to life.
Additionally, new principals are placed in schools with existing cultures,
strengths and weaknesses. So help orient the principal quickly to ensure
early career turnover. Help the principal to be successful and remain in the
job. Have resources available so they are not searching for the answers,
provide them with a mentor principal to help serve as a resource to the
new principal, and offer an onboarding plan for each new principal, so their
first-year expectations are clearly set with check-points throughout the year.
There is no guarantee that the context of a school with a vacancy will
be a good match for every candidate. So instead of worrying entirely on if it
is a good match or not, but vest the time in supporting the new principal
during the transition period. When seeing the principals strengths and
weaknesses relative to the school context and culture, professional
development opportunities should be provided and focused on those areas.
For example, your school has a high ELL population, holding professional
development in ELLs with the new principal and staff would help to build on
the context and culture of a school.
To test the fit and the effectiveness of the principal, evaluate them.
Creating a stronger evaluation system for the principals will help to foster a
stronger principal. It will improve the principals performance and help
central office make better decisions about this principals career path.

Teachers are required to a different set of evaluation now, which is mandated

by the state, why shouldnt principals, especially since they are charged with
the fact that they are to evaluate each of the teachers. Be sure to have
multiple measures of performance. Too often schools base teacher
evaluations on one test and one point of time, where ideally, multiple
measures need to be used to have a true picture of performance on the
principal. Also providing feedback to the principal and making continuous
steps to ensure that the system of evaluation is effective for the school
culture and success needs to be included with the evaluation process.
Additionally, giving principals the autonomy to lead schools is
important to make decisions that influence critical school conditions. The
autonomy should be given with records of success and support of their staff.
With increased autonomy, principals typically lead their schools more
effectively. Principals need autonomy over all aspects of the school; the
content of the curriculum, hiring, evaluating and discipline of staff and
teachers, over school operations and management to make budget decisions
and vision.
Finally, provide principals with the resources and supports they need.
It is important to ensure that the district leadership team includes a principal
to check in on the new principal that is in their position. Also enable
principals to share and delegate responsibilities, try and reduce their
principal burden, and provide professional development when needed.
In sum, the study essentially says treat new principals, the same way
you would treat new teachers. It seeing that being a principal is my ultimate
goal, I am happy and relieved to see that there is a need to find a way to
better acclimate principals to their building. It is also wonderful to see that
the value of principals is noted by others and that the success of a building is
strongly connected to the principal. It only makes sense to me that we look
to new principals, the same way we look to new teachers. We aim to hire the
best. We ask them to be evaluated to ensure that their practice is highly
effective. We give them more autonomy, the more confidence they instill on
you. Finally, we provide them with the resources and support they need to
be successful. It is great to know that the idea of an isolated principal is
becoming more obsolete.
References

Maxwell, Lesli A. (2013, November 15). Match Between Principals Skills and
Schools Contexts Essential, Study Says [Blog message]. Retrieved
from Edweek Blogs: http://blogs.edweek.org.

Burkhauser, S., Gates, S., Hamilton, L., Li, J., Pierson, A. (2013). Laying the
Foundation for Successful School Leadership. RAND Corporation