Research shows that one of the most effective tools for improving school outcomes is to put the principal in charge of the school. What exactly does this mean? Isn’t the principal already in charge of the school?
Not exactly. In many districts, principals are simply viewed as the manager instead of the leader. Principals should, instead, be considered the CEOs of their schools. They should be given a budget, and then decide how to spend it. They should have the authority to hire and fire their staff. They should have the authority to shape educational programs that best suit their students’ needs. And after all of this happens, they should be held responsible for student outcomes.
This kind of education reform is not complicated, and had been successfully adopted in places like Baltimore, where former CEO Dr. Andres Alonso put his faith in his principals. School principals became responsible for more than 80% of their budgets, and those who were unsuccessful were removed.
“Many principals were excited regarding the new changes and greater levels of responsibility, now having control of the school budget, curriculum and staffing decisions and developing strategies for school improvement. Dr. Alonso and the team understood that no two schools are necessarily alike and each has a unique context with specific needs. Now, principals had to think much differently about their work. For example, in the past there were examples of principals who felt there was little that could be done regarding curriculum materials that did not meet the reading needs of upper grade students. With the change, principals and teachers had much greater authority and investment in and responsibility for making decisions that best meet the particular learning needs for students at the school level. And as a result, principals were being held accountable for doing so.”
The results were astounding. Not only did student outcomes improve, but schools were, at the time, removed from federal “needs to improve” lists. Unfortunately, as Baltimore got away from the reform, it returned to its struggles. Still, policymakers and education leaders should note the success that came along with the change.