Evolution of Principal 's role

Evolution of Principal 's role

Until the 1970s, the principal’s job was quite clearly, although narrowly, defined: principals served as building managers and student disciplinarians. During the 1970s, their roles began evolving, in large measure, because of emerging research on effective schools.This work showed that principal functions were linked directly to student achievement,even in high-poverty schools that faced complex challenges. Specifically, effective principals developed learning communities that emphasized high academic standards and expectations; shared leadership and collaboration; continuity of high-quality instructional programs;and effective communication. As the principal’s role changed, the term instructional leadership emerged to describe a broad set of principal roles and responsibilities that addressed many of the workplace needs of successful teachers.

Over the past 30 years, the importance of effective instructional leadership has continued to be well documented in the literature. Indeed, Peterson and Deal (1998) contend that principals are the key to shaping a positive school culture. Effective principals skillfully engage stakeholders, e.g., students, teachers, specialists, paraprofessionals, other support personnel, families, business partners. Together they develop child-centered communities that are based on shared values and beliefs, a coherent vision of the future, and a mission to educate all students well.

These leaders see themselves as stewards and coaches in the development of a school culture of
inclusiveness National Association of State Boards of Education [NASBE], 1992; National Council on Disability [NCD], 1995; National Research Council [NRC], 1997; NSDC, 2001). Effective principals encourage teacher leadership, team learning, flexibility, and collegial self-governance. As such,they emphasize innovation, collaboration, and professional growth. They maintain a clear focus on powerful academic outcomes for all learners.Of particular relevance to this discussion, in a study of 22 schools implementing inclusive education practices for students with disabilities,It was  found that administrative leadership was the most powerful predictor of positive teacher attitudes about this process. Similar findings have been reported in other research related to teacher attitude and teacher attrition.

Schools that embrace significant and lasting changes engage in a process of reculturing in which new expectations, structures, and patterns emerge to support initiatives. Principals play critical roles as facilitators in reculturing efforts, which are recognized as the sine qua non of progress. That is, their commitment and leadership provide support and reassurance for teachers, students, specialists, and others about the value of their efforts.They reinforce their stakeholders’efforts by addressing tough issues that arise and recognizing the efforts of others.

Studies of effective schools have identified five instructional leadership priorities of effective.
principals:
(a) defining and communicating the school’s educational mission,
(b) managing curriculum and instruction, (c) supporting and supervising teaching, (d) monitoring student progress, and
(e) promoting a learning climate.

These priorities keep effective administrators focused on student learning and professional development. As a result, effective leaders are familiar with current research, find necessary resources, make well reasoned judgments regarding students’ programs, mentor new teachers, provide professional opportunities for all staff members, and evaluate teacher performance.