Perhaps the word “crisis” seems too strong, but consider this. In the last five academic years, 38% of WELS principals reported they don’t want to be one (Schmill, 2009), and 33 principals either left or were asked to resign from the ministry. During the same period, 19 WELS schools closed, and Lutheran elementary and area Lutheran high school enrollment fell by 2,315 students (CLS School Statistics). Clearly WELS principals and their schools are under stress.
While there are certainly many factors affecting something as complex as education, research demonstrates that the principal is central to a school’s success. The principal has direct impact on a school’s climate, teacher quality, and instructional excellence, and accounts for up to 25% of the variance in student achievement (Clifford, Behrstock-Sherratt, & Fetters, 2012; Liethwood & Riehl, 2005). In most school systems, qualifications for this important role include several years of prior teaching experience and completion of an advanced degree in educational administration. Yet in WELS schools, teachers regularly become principals without any formal preparation for the position. In May 2012, the WELS continued a long-standing tradition by assigning six novice teachers with no prior classroom experience or leadership training to be principals. Additionally, only about one-fourth of all WELS principals have an advanced degree of any kind (National Center for Education Statistics, 2004).
It is important to note two points here. The first is that school leadership issues do not result from a shortage of men who are capable; it results from a shortage of men who are trained. Our principals are faithful, dedicated men who frequently are assigned to their position. They work diligently out of love for Christ and those they serve. However, WELS schools rarely expect their principals to have school leadership training before taking office. Almost every occupation requires some level of training if the one holding it is to meet a standard of proficiency. Pastors and teachers are required to complete their training before being called to their position. Shouldn’t the same be required for the position of the principal?
The second point to note is that principals in our schools are rarely given the time to perform their jobs well, reflect on their practice, or pursue additional training. Ninety-nine percent of WELS principals report being a teacher and a principal (National Center for Education Statistics, 2004). Many are full-time teachers in the classroom and do the important work of being the principal. Conscientious principals who wish to learn their position must add administrative training on top of the two jobs they already are doing.
In spite of WELS principals’ lack of training and lack of time to seek training, congregations and parents expect them to perform at the same level as their counterparts in other systems. The surprise should not be that principals often cannot meet expectations; the surprise is that they often do. WELS principals are called to a job that they are not trained to do, with insufficient time to do it, and unrealistic expectations. Is it any wonder that 38% of WELS principals don’t want to be one?
To be fair, the WELS actually has a de facto training system for principals. Some congregations, either because their schools are small, their locations remote, or their salaries too low, are unable to find veteran teachers or principals to fill their administrative vacancies. They thus “volunteer” to be the training ground for new principals by requesting that an unprepared principal be assigned to them. The Conference of Presidents tries to identify young men from the MLC graduating class with the potential to serve as leaders. These young men are assigned to these “training schools” where they either sink or swim. Those that swim are later called to schools who want a principal with some experience. Through perseverance and experience these young men become school managers, but they may still lack the knowledge and skills to be transformational leaders. This unique WELS principal preparation process often results in talented young men leaving the ministry in frustration, schools ill-served, and parents and their children abandoning WELS schools.
The problem is not that God hasn’t provided leaders. The problem is that it has become acceptable in our WELS culture to function with unprepared principals. In general, WELS congregations and schools tend to provide too little support and expect too little training for their principals. If WELS schools are to prosper in the 21st century, it is essential that the current practices of minimal principal preparation and little on-the-job support no longer be acceptable.
Written by Professor John Meyer.
John is the director of graduate studies and continuing education at Martin Luther College with 20 years of experience as a principal in WELS schools. He is a PhD candidate in Educational Administration at the University of Minnesota.
References
Clifford, M., Behrstock-Sherratt, E., & Fetters, J. (2012). The ripple effect: A synthesis of research on principal influence to inform performance evaluation design. Naperville, IL: American Institues for Research.
Liethwood, K., & Riehl, C. (2005). What do we already know about educational leadership? In W. A. Firestone, & C. Riehl, A new agenda for research in educational leadership (pp. 12-27). New York: Teachers College Press.
National Center for Education Statistics. (2004). School and Staffing Survery (SASS) 2003-2004. Retrieved March 18, 2009, from Institue of Education Sciences: http://nces.ed.gov/surveys/sass/tables.asp
Schmill, G. (2009, April). Administrative Release Time (ART) for School Principals of the Wisconsin Evangelical Lutheran Synod. https://connect.wels.net/AOM/ps/schools/cpsnews/eNEWS%20documents/ART%20for%20WELS%20Principals%20–%20Summary%2011%202012.pdf
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Interesting article. Consider the difference in the administrative time provided for the Catholic elementary school principals and contrast with what is done in the WELS. Do we set up our principals for failure with the expectations and lack of time? “WELS Principal” also shares some excellent points on the topic. I hope we can address this issue…
This isn’t meant to be pessimistic or negative, but just an observation and at growth. I attribute one of the reasons that outstanding leaders and principals become frustrated and do not want to lead in WELS schools is that WELS churches, schools and to a large degree our synod don’t want to be led or for that matter don’t know how to be led. What they want through their words and actions is quality management and there is a big difference between the two.
The days of our WELS schools and their needs being interchangeable is over. Leading a school and putting together a quality team around the mission and vision of that church and school is a complex process that only the leader can do best when not constrained by calling systems and practices, pay scales, funding models, church and school politics, teaching responsibilities, and all the other traditional (but not scriptural) idiosyncrasies of our system.
Churches and schools need to be able to pick a leader that they know matches their mission, provide him with broad and measurable goals, and then get out of the way and trust him to lead them to that. Micro-managing him, his ideas, and his methods will only lead to a lack of those willing to lead with little time to lead and ineffective leadership. The only thing left to do for those in the principalship is manage the status quo.
My 2 cents… thanks for the thought provoking topic.
The irony is that you recognize the defacto training process and you had the training experience in Wood Lake, MN. I am happy that you were able to swim. Excellent food for thought.
As you note, this article is really about me. However, it is also representative of many other WELS principals and schools.
Well written piece Dr. Meyer. As a principal enrolled in the MLC Masters for Leadership Emphasis, many of the issues of young men in this role are highlighted in many of the courses. I believe we have finally understood that expecting men to teach and administrate should not both be full time expectations. The one area that no one has commented on yet is that the young men usually have a family at home that rarely sees their husband or father. Having a calling as a principal does NOT mean that the calling as father and husband take a back seat (even though it often does). God willing, more people will recognize this. Thanks for your thoughts!
Does this mean that MLC will look into implementing a new course called something like ” Intro to Principalship” or “The Basics of Being a Principal”? Maybe this is already in the works.
Thanks for the great article. You hit the nail on the head. I guess I have the same question as Stephanie. I know the Master’s Program is available, but what currently is being done for future principals? And is anything else in the works for current principals/schools? Thanks!
This is a great question. It would certainly be unfair to complain about the WELS general lack of concern for principal preparation, and then not offer any solutions.
The matter of principal preparation is complicated, and requires more of an answer than this comment allows. This topic will be continued in a future post (February) which addresses some of your questions in more detail. However, allow me to share two points here.
1. There is no easy fix. The position of the principal requires a complex set of knowledge, understandings, and skills that cannot be gained through an undergraduate course, a summer program, or a series of workshops. While some training is better than none, a quick fix is like putting a band-aid on the Titanic and expecting it to stay afloat. To turn things around in WELS schools, it is important that we recognize and provide the kind of training that research and other systems have found to be necessary for strong school leadership.
2. Both MLC and the Commission on Lutheran Schools (CLS) are taking the training of prinicpals very seriously. Together, we are developing WELS principal standards based upon national standards. These standards will be used to guide the development of a WELS principal preparation program that ends in a Master of Science in Educational Administration. It is our goal to have the program available in 2014.
I am willing to serve in the administration portion of our WELS school system. I’m willing to get a masters in leadership. I’m willing to do my very best with the talents I have to serve Christ in that capacity. I’m willing to dig in and work the long hours. I’m willing to serve.
However, I’m not able to because of the lack of funding. I cannot afford the masters program at MLC or other universities/colleges at this time; unless, I receive a scholarship that paid 90%+ or have a sponsor to do it.
-Dave Liebhard
Your comments underscore the statements in the blog related to the dedication and zeal of the men who serve as principals in WELS schools. They are truly a gift from God.
But are we faithful in our use of these gifts (principals) to God’s church? If a school calls someone who has not been trained for his position, and then does not provide the resources of time and money to the person to pursue needed training, the school misuses that gift and frustrates the called worker. It is unreasonable and unfair for such a school to expect the called worker to perform his duties at the same level as one who has been received proper training.
It is only by God’s grace and Spirit that so many have served so remarkably well.
Prof. Sorum at Wisconsin Lutheran Seminary teaches a continuing ed course (online) entitled “Leadership in Paul,” studying leadership in general but also and most specifically as learned from Paul’s words and example in the New Testament. Should we be teaching more lessons in leadership to all persons training for or engaged in ministry?
Thanks for an article that addresses a significant shortcoming in our schools. I appreciate the wording you used near the end. We do have leaders, but they have been placed in unrealistic positions with high expectations and have been afforded little preparation. I’ve viewed this as the wife of a WELS principal with a young family as well as a long time teacher. I’ve been blessed to have worked under some exceptional principals, but have long noted that those who are leaders usually have multiple talents, and congregations like to see them all used all the time. Continuing education and support for these men is vital as we strive to maintain quality education in our Lutheran schools. Well said.
Similar results (or even worse) can come from Seminary graduates we send out to start churches. We train them as pastors and then expect them to be businessmen. They succeed not only because of personal perseverance and God-given talent, but also because they have the time to come to grips with the problem and, without a large group of people looking over their shoulders, their (hopefully temporary) inadequacies go unnoticed.
The new principal of a school has neither of these advantages. If budgetary issues dictate he teach full-time and be the principal, parents, the congregation and pastor should provide a nurturing atmosphere where failures are not cause for excoriation and due honor and respect are given a fellow brother in the ministry.
–Don Pieper