This topic helps introduce the job of the principal as well as the individual to the job.

Most principals in the United States are white, male, between the ages of 45 and 54 and have a masters' degree. Much of a principal's time is spent doing routine activities -- problem solving, orienting, and addressing building-level concerns. Sixty-five percent of a principal's day is spent interacting directly with people. The major activities are:

Desk work. (papers, reports, letters, memos). If you are not a fast typist, better learn and not depend upon a secretary.

Scheduled meetings. Lots of meetings with faculty, staff, supervisor, board, state agency meetings, speaking or meeting community groups, organizations, and more.

Unscheduled meetings. Emergency meetings at any time.

Phone calls. All day long and at home in the evening and on weekends. The more students, the more phone calls.

Touring the facility (patrolling?). You have to keep an eye on the building, if nothing else, making sure there are no maintenance and security problems. The "safe" school must also be a safe building. Be sure to learn the names of all your students and poke your head in to say hello to the teachers frequently. Stick around and help teach.

Trips. More meetings, really, but out of town for professional reasons.

Announcing. Could be on e-mail, public address, newsletter, daily notices, but lots of announcing. Be sure to learn how to type and get spelling and grammar checked.

After-school activities. Most district and PTA groups meet after school, as do athletic and other extracurricular activities (plays, clubs, sporting events) and you need to be there.

Simultaneous and interrupted tasks. Trying to do more than one thing at the same time is an occupational hazard for a principal. Plan on being interrupted with some crisis or forgotten task.

Other activities. (observing, dealing with absentees, teaching, weekly calendars, newsletters, letters to parents, memos, parent publications, schoolwide events, parent meetings, parent handbooks, student handbooks, staff handbooks, orientation of new teachers, students, inservice for teachers and for parents, ad infinitum).

(Source: Martin and Willower, "The Managerial Behavior of High School Principals,"
Educational Administration Quarterly, 17, Winter 1981.)

Three general trends in American education underscore the importance of preparing principals:

1. Public schools will experience a significant increase in the number of disabled students over the next decade who will challenge current teaching models;
   
   
2. The majority of teachers in the next decade will be new to the profession;
   
   
3. Public education will continue to struggle in a climate of change, criticism, and economic limits.
   
   

New administrators and teachers as well as veterans will have to be carefully trained to sustain the accomplishments achieved by model professionals in the field now and to meet the challenges of the future. The administrator must assume leadership and responsibility for implementing, maintaining, and improving education. The mandates must be fully perceived by the veteran and the newcomer to school administration. Understanding the role of principal, now and into the future, is critical to the support and improvement of schools.

In this module, you will learn about initiatives focused on helping principals develop strong organizational and leadership skills, as well as initiatives that provide principals with strategies and tools to improve academic performance. You will also meet three innovative school leaders and visit their schools. Through these materials you will have an opportunity to view the job of principal in a number of different settings -- a view of the principal and the job!

Back to top

Print This Page    |    Print Entire Module