The Without-A-Doubt / Monthly Top 3 List.
Most common mistakes that principals make
TOP 3 most common mistakes that principals make. This monthly post is provided to provoke a little conversation. And, remember, the thoughts presented here are offered up as indisputable facts, not just opinions…😁 So here we go….Our without-a doubt, talk-to-the-hand most common principal mistakes.
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1. Going it alone.
There is so much that goes into school leadership and sometimes it feels like everyone ends up in the principal’s office asking for advice or requesting their next assignment or task. If we’re not careful, all the tough decisions and most initiatives land on the principal’s desk to tend to. Still, here’s the thing. There are many, many talented people in every school and tapping into their expertise and leadership is not only a strategic move, it makes the principal’s job a whole lot easier. Let’s be clear that a central tenet to all successful schools is distributed leadership. Teachers and assistant principals can lead large-scale initiatives, from safety matters to professional learning. The hidden benefits to sharing the workload are many, including a much broader buy-in and collaborative spirit. Building a sense of “we” instead of “me” is key to any good team-building and makes the school’s successes that much sweeter. Principals can accomplish much more if they ask for and value help from others, and then check and inspect that the leaders are managing their assignments effectively. This is a key step in building a deeper leadership bench in schools and reduces the burnout that often comes from sitting in the principal’s seat.
2. Trying too many things.
There is nothing more frustrating for employees in any organization than managing too many ideas and initiatives. The entire building can feel the tension that comes from shifting priorities or abandoning good ideas and starting over. All successful principals have an uncanny ability to process new ideas that come their way, and still resist the temptation (or pressure) to change course. Strategic action (doing something) must remain in balance with strategic restraint (holding steady for now). The trick is knowing what to focus on, and what to put aside. In making these tough decisions, principals should ask themselves: “Is this central to advancing student learning?” or “How much time and energy will this take, and what will suffer as a result?” A new magnet program, a new computer system, a new grant opportunity, or a new after-school event may (and probably will) be best for the school’s reputation at large. But something will suffer in return. If that something is student learning or employee morale then it’s best to hold strong, stay resolute, and lead with conviction.
3. Thinking you know it all.
Yes, most principals have been provided an opportunity to lead a school because they have experience and expertise in many areas. That sense of knowing provides great confidence in decision-making, whether you are leading a school staff or an army into battle. The problem comes when principals stop learning, or don’t feel comfortable asking for help. There is so much to learn from other successful principals, and there many in every community. Creating a principal-to-principal learning community (or even a phone call) goes a long way in keeping the leader abreast of what works best. A school that has great reading scores might have a creative intervention in place, and another school with great math scores may have a unique scheduling process. A related mis-step occurs when a principal relies more and more on their teachers and instructional coaches to keep up with high-impact instructional methods (pedagogy) and, alas, the principal’s own professional learning dries up. All the best principals are instructional leaders, and everyone on the staff can see it. Principals with expertise garner respect and trust from teachers, students, and families.