Lead, Serve, Learn: The 3 Pillars of Principalship

Some academic writing, as required for my administration certification program...

What makes a school leader?

In order for an organization, a school, to grow and succeed, a leader must be put into place who can hold all sides of the school up to a high standard. The strength of a school sits on three pillars of character, and the school administrator must fulfill these three crucial roles in order to lead the school community toward success. The pillars of administrative success require an administrator to be a leader, a servant, and a continuous learner.

Principal as Leader

The importance of a principal as a leader cannot be overstated. One needs just to scan the internet for articles about the importance of this relationship to find study after study showing that no underperforming schools on record have been turned around without the leadership of a principal, and that many a good school has fallen apart under the direction of a poor leader. When viewed through the lens of student achievement and community, or plainly doing “what’s best for students”, a principal-leader has been shown to empirically improve school performance. In Leadership Matters, a joint publication by the NASSP and NAESP, a study by Louis, et. al, was quoted as saying, “Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school.” (Louis, 2010).  From the student’s perspective, the school administration should be a concoction of cheerleader, counselor, parent, community leader and liaison.

 To lead a staff, the principal must be a visionary, a coach, and a manager. Leadership is killed when the administration focuses on micro-management, shows unpredictable or volatile behavior, or when (even unintentionally) the administrator seems part of a clique, such as a group of teachers or office staff that is seen as “favorites” by the rest of the staff. (In fact, a study by the Bill and Melinda Gates Foundation found administrative leadership as the primary factor in the retention of good teachers) (Bill & Melinda Gates Foundation, 2010). In the end, the powerful leadership of a talented, energetic, wise administrator can make or break a school or district.

Principal as Servant

In addition to being a dynamic leader, the best school administrators are focused servants to their communities. Schools are not isolated businesses where young people go to work each day. A school is a vital cog in the greater good of the community in which it exists, and it is there to serve that very community. As the leader of a school, the principal must be a servant-leader for the larger community as well. Opening school doors for community functions, inviting community and business leaders into the school on a regular basis, and touting the school’s students, alumni, staff, and attributes to the larger region are all roles of a servant leader. 

Principals must not only be congenial to the local area, but must lead through humility and service in their own buildings. In an article about principals as servant leaders in the country of Jordan, Kayed Salameh states, “Leaders know that people will be more impacted by the quality of relationships than they will be by the accomplishments of tasks. Therefore they intentionally work to build community that works together and learns to serve one another in the process” (Salameh, 2011). An administrator that is loved by his/her community is the one that willing does car rider/bus/cafeteria duty, can stand in for any absent staff (including the most challenging positions) without hesitation, and who knows the importance of the school in the larger community.

Principal as Learner

Perhaps the most intuitive role for a school leader is that of master learner. Within the vast expectations of the common vision of a principal, learner can often be lost completely, yet learning is what brings most principals into their own leadership positions. As a beginning administrator, it is vitally important that one seeks out an experienced mentor, someone who has been through the rigor and ringer of administration, and who can guide the new administrator through the challenges of the first few years in the office. Just as other occupations (law, business, engineering, even education in the roles of student-teachers) have mentoring opportunities, so must school building administration. This allows the new leader support while learning the role.

Education as a field encourages learning, and principals must seek their own continuous education in order to stay abreast of learning trends, legislation, and educational developments. Without continued learning, leaders will lose the focus of education.  In his article, “The Learning-Centered Principal”, Richard DuFour points to the school building administrator as the ultimate learner, for the good of the students. He states, “By concentrating on learning, today’s school leaders shift both their own focus and that of the school community from inputs to outcomes and from intentions to results”. (DuFour, 2002).  Leaders must seek intentional results in order to facilitate learning in schools, staffs, students, and themselves.

By creating and maintaining a professional learning network (PLN), leaders can discuss and try-out new ideas before presenting them to their staffs. This is made easier in our modern world of social media, and on any night of the week, leaders can attend “Twitter Chats” on a variety of educational topics. In addition, staying connected with local universities is another way to keep fresh ideas flowing through the administration office and into the school building, helping the cycle of learning to continue to all levels of the school.

Leadership is a tricky pathway, and what works in one environment will never work in all environments. It is the responsibility of school leaders to act as servants, leaders, and learners in order to take students and teachers forward in the modern age of learning.