Taking the Lead: The Role of the Principal in School Reform Making Shared Leadership Work Resources CSRD Early Implementation Survey

Research tells us that principals are the linchpins in the enormously complex workings, both physical and human, of a school. The job calls for a staggering range of roles: psychologist, teacher, facilities manager, philosopher, police officer, diplomat, social worker, mentor, PR director, coach, cheerleader. The principalship is both lowly and lofty. In one morning, you might deal with a broken window and a broken home. A bruised knee and a bruised ego. A rusty pipe and a rusty teacher.

— Lee Sherman (in The New Principal: NW Education, Spring 2000)

	As principal of Houston Elementary, Sarah Nelson’s presence is felt in the hallways and classrooms of the school. She has a strong rapport with her students and teachers.

he job of a principal can indeed be staggering in its demands, particularly in the context of school reform. The picture that Sherman paints of the "new" principal is a far cry from the traditional administrator of decades past. The job has evolved significantly over the last twenty years, and today’s principal is constantly multi-tasking and shifting roles at a moment’s notice. Barbara Trousdale, principal of Ysleta Middle School in El Paso, Texas, thrives on the many demands of her job. "The daily challenge of handling multiple tasks is what I love most about being a principal. Each day provides new experiences and opportunities to be truly creative in solving problems. It allows me opportunities to involve others in problem solving, to model the very behaviors which I hope they’ll repeat with students and colleagues. It is teaching at its best — yes, principals are teachers too!" Focusing on the many roles of the principalship highlights some basic characteristics of effective principals that are especially important for leading a school in the process of implementing a reform program.

In today’s schools, effective principals are accessible to every student and teacher, acting as a sounding board for both ideas and emotions. In contrast with the stereotypical principal of past generations who was a stern disciplinarian, principals today are more often than not providing support and praise or guiding staff through the inevitable bumps and bruises that come with implementing change in a school. By truly listening to what teachers and students are saying, a principal can continuously take stock of the school culture and use feedback to make reform efforts more effective.

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