Think a principal’s job is easy? Think again. The principal’s role is multifaceted and extends far beyond just administrative work. Principals are the instructional leaders of their schools, and a recent synthesis of two decades of research confirms that leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.
Still, many principals say they are often fighting a perception battle about what they actually do day-to-day, how involved they are with their students, and how they work with their teachers and staff. We spoke with three principals—Kimberly Greer, principal at Langley High School in McLean, Virginia; Aaron Huff, principal at Benjamin Bosse High School in Evansville, Indiana; and Derrick Lawson, principal at Indio High School in Indio, California—to learn directly from the source about what the job is really like and to rebut some of the misconceptions. Their responses have been edited for length and clarity.
Myth #1: Principals don’t know what it’s like to be in the classroom, and they don’t deal with students unless a student is in trouble and sent to their office.
Kimberly Greer: I actually was a teacher for 11 years, and early on in my career, I had thought about potentially moving into administration. I think for a number of principals, we weren't moving into the principalship to run from the classroom. But we find ourselves in this role because we are seeking to support what's happening in the classroom. A large part of our job is instructional leadership, and that happens by way of us knowing what's happening in our buildings and being in those classrooms and being partners in the work with our teachers. I still see students. But when I'm seeing students, nine times out of ten, it's because they've done something great.
Meeting with students and having a two-way dialogue is a key difference in what many parents may have experienced growing up. School should never be done to students, but with students.
Aaron Huff: I would argue that if you are a high-quality principal and a good principal, you're spending most of your time in classrooms. Supporting teachers and being in classrooms allows you to really be proactive around student behaviors and communicating with kids. I actually invested in a desk that allows me to stand in the hallways and be outside of my office just for the sake of being visible. Sitting in the office these days is not something that I'm cool with or that I want to do by any means.
Derrick Lawson: First and foremost, we wear out our shoes from being out and about and definitely are not “confined” to the office. We spend weekly time conducting walk-through classroom visits to monitor instructions, and then make extended classroom visits for conducting evaluations. The majority of principals often will have to cover classes as there is a nationwide shortage of both teachers and substitute teachers. And when there is a new strategy or a new initiative that we are embarking on as a staff, I will model that in classes and learn alongside my staff.
We relish time with students whether interacting at lunch informally, in the halls during passing periods, talking with them about their work as we visit classes, and at athletic or academic events, practices, and performances. The idea of only dealing with a student sent for discipline reminds me of perceptions from when I was a child and is not today’s school setting. In today's schools, you will find students there for awards and recognition as well as having the opportunity to share their voices about their school and their educational aspirations. Meeting with students and having a two-way dialogue is a key difference in what many parents may have experienced growing up. School should never be done to students, but with students.
Myth #2: Being a principal is easy because they can just delegate their work to others.
KG: For one person to attempt to oversee and run the operations of a school is just impossible. You have to have a team that you work well with and that you can trust. A number of the day-to-day operations can be delegated. But the leadership portion of our job can't be delegated. That is where we spend the bulk of our time. It is the principal who creates the climate and the culture and sets the mission and vision for the school. That work can't be delegated. And that's because that is what's creating the overall culture and climate of your school and creating lasting, meaningful impact for your kids and for your staff.
The perception of a principal as a figurehead that can delegate the majority of tasks and sit back, relax, and watch everyone work their fingers to the bone all day is far from reality.
AH: Early in my leadership career, I thought if I didn't do it, it wasn't going to be done right. As I got a little bit more trusting and hired some people that I could trust around me to do great work, then I started to delegate some things. I'm not in the space of micromanaging, but I am in the space of making sure there's a standard. I try to find ways that my administrative assistant can take smaller things off my plate so that I can deal with the larger visionary or systemic things. I think the fortunate part is that we're so much more involved in day-to-day operations and instructional practices, that you don't have the time to just sit back and watch stuff happen. You've become a catalyst for change.
DL: The perception of a principal as a figurehead that can delegate the majority of tasks and sit back, relax, and watch everyone work their fingers to the bone all day is far from reality. We seek to empower others and work to develop shared leadership, so that we all have a commitment to the task or to our school. The word “easy” needs to be replaced with “challenging.” It is a tremendous challenge, but one I relish as collectively we impact a generation. We seek to inspire every staff member to engage and uplift every student, and to change the trajectory for students who come to us with a loss of hope or limited supports for their future aspirations.
Myth #3: Principals have the immediate authority to control everything in the school.
KG: We work as part of a larger organization. I have the division, the region, my school community. And each community is different. We have this ability to lead our buildings, but of course that has to be balanced with what the expectations are of the division at large, while also being mindful of what the community and parents expect from us. I spend my time influencing people and educating people, and a large part of it is also about relationships and communication and collaboration. So, no control. We can set forth expectations. We can have that vision and that mission. But then we must partner and work alongside stakeholders in order for the building to run and for the needs of our kids to be met in a meaningful, impactful way.
There are a lot of things that we're able to influence, but in terms of control, that is not the case in most places. In places where you're dealing with a district office and you have folks that are your supervisors, you don't get to control that type of stuff.
AH: I think of control as being able to make every single decision that impacts everything that's happening in the building. There are a lot of things that we're able to influence, but in terms of control, that is not the case in most places. In places where you're dealing with a district office and you have folks that are your supervisors, you don't get to control that type of stuff. When I think of control, I think of this idea that the principal has a Nintendo controller and is controlling everything in the classroom. That's not the case by any means. I can offer suggestions and ideas, but at the end of the day, there are a lot of things that you may want to do in the building that you don't get to do for the sake of just playing by the rules of the folks that are above you. You have to do what they ask you to do at the end of the day.
DL: A more accurate statement is that principals have immediate responsibility for almost everything in the school, but limited authority. The scope of authority of a principal is not unilateral. It is subject to guidelines and adopted local board policy, which is subject to state laws. As principals, we are a bridge and liaison between the school and the larger school district. Our job is to administer, and the very nature of 'local control’ of education lies in the local school board who establishes and sets policy.
Myth #4: A principal’s workday ends when the school day ends.
KG: I laugh. You know, as a high school principal, I often say that my job has two parts. Of course I'm the instructional leader. I am in charge of ensuring our kids have great teachers, and they're getting the information and the knowledge as it's been set forth by the division and the state. The second part of my job is that I am the head cheerleader for my school. We have sports. We have clubs and things that happen outside of the school day. As a high school principal, your community likes to see you there. So two to three nights a week I'm out until 9:30 p.m., and I started my day in the building at 7:30 a.m. So routinely we are working 12-14 hour days, and then, of course, if something happens in your building—anything from somebody setting off the alarm in your building or if one of your students is involved in a situation—you are notified of that. The job is a 24/7 job.
The final bell for the last class period only concludes the final class. It doesn’t end the day. Following final class dismissal is a myriad of activities, ranging from afterschool intervention to athletic events and practices, each requiring our supervision.
AH: Can you just insert the rolling eye emoji on that one, please? So obviously, you're not on 24/7, but you also are. Because you never know at a moment's notice what can happen. It doesn't stop at the school day, whether you're answering emails, responding to community needs, or attending community events and building connections. You think about the role of the principal as being this driver of change in the community and a driver of success in the community. It's really important that you start to build those relationships outside of the school day. Athletic events, academic events, and fine art events all are a part of student life. If you aren't a part of those, students don't value you as a principal. If you don't show up for them, they don't show up for you. You have to be there and be present in those times.
DL: The final bell for the last class period only concludes the final class. It doesn’t end the day. Following final class dismissal is a myriad of activities, ranging from afterschool intervention to athletic events and practices, each requiring our supervision. There are always a host of meetings across the month, as well as returning phone calls and holding meetings with parents and staff. Then, of course, at least two to three evenings a week, there are evening events with athletics, clubs, academic teams, parents, etc. Then after arriving home late that evening, it’s usually another hour or two of administrative work, paperwork, budget facility, or staffing work that needs to be completed. That’s just on a weekday. That doesn’t include the weekend, which typically ends up being several hours just to play catch-up.
Myth #5: Principals aren’t responsible for student learning—teachers are.
KG: It's a collaborative effort. I don't own those scores, but they're my kids. And so I need to understand and respect the fact that we are working in collaboration with teachers and administrators towards the same goal. They need to focus on the learning. I need to focus on creating the conditions in which that part can occur, and ensure that they have whatever resources are necessary to help those students be successful.
When it comes to our kids, we can’t pass the buck. As a principal, I can provide outstanding professional development and all the structures and materials that a teacher might need.
AH: I feel ultimate responsibility for student learning, quite honestly. At the end of the day, I feel that the responsibility of learning in my building and helping facilitate learning across the district lies on the shoulders of principals. If you have a great principal, you generally have a great school. To say that principals aren't responsible for student learning is really disingenuous, in terms of thinking about the role that principals play.
DL: When it comes to our kids, we can’t pass the buck. As a principal, I can provide outstanding professional development and all the structures and materials that a teacher might need. Teachers can provide all of the most outstanding instructional strategies, delivery methods, and content and make it appealing, interesting, and engaging. But it takes supportive parents as well to make education a tremendous value in their home so that students recognize the importance of learning and are at school every day ready to learn. And most importantly, it requires the student. When all of us are working in tandem and everyone is focused on helping every student reach their dreams, magic can happen.
Photo, from left to right: Kimberly Greer, principal at Langley High School in McLean, Virginia; Aaron Huff, principal at Benjamin Bosse High School in Evansville, Indiana; and Derrick Lawson, principal at Indio High School in Indio, California
