Principals in the Cross Hairs

These two headlines, both from Education Week, crossed my desk today.  It was a poignant and instructive juxtaposition.  I spent years studying (and experiencing) teacher burnout.  I found that lack of control (perceived, anyway) was closely associated with burnout.  The current research cited lack or control as a key factor in principal frustration.

After 15 years as a teacher, I became a principal.  “Wow,” I thought, “now I’ve got the power to make things happen.”

No and yes.  I found that despite my new, elevated position, I had far less power than I thought I would have.   Principal’s can dictate, surely; that doesn’t mean anyone has to abide by the dictates.  A principal’s real power comes from sharing it, from persuasion, from setting an example, from inspiring people.

It doesn’t surprise me that today’s principals are feeling frustrated; given the context in which they work, why wouldn’t they be?

Assuming that it makes sense to run education as though it were a business—a debatable assumption—then of course we need a metric for the bottom line.  Test scores alone, however, are a poor surrogate for net profit.

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