{"id":1011,"date":"2017-01-17T15:00:36","date_gmt":"2017-01-17T21:00:36","guid":{"rendered":"http:\/\/blogs.mlc-wels.edu\/wels-educator\/?p=1011"},"modified":"2017-01-19T08:18:11","modified_gmt":"2017-01-19T14:18:11","slug":"can-lutheran-schools-reimagine-the-principal-position","status":"publish","type":"post","link":"https:\/\/blogs.mlc-wels.edu\/wels-educator\/2017\/01\/17\/can-lutheran-schools-reimagine-the-principal-position\/","title":{"rendered":"Can Lutheran Schools Reimagine the Principal Position?"},"content":{"rendered":"

Written by Dr. John Meyer<\/em><\/p>\n

The Wisconsin Ev. Lutheran Synod (WELS) is attempting a radical shift in the way it approaches the Lutheran school principal position. Termed the 21st<\/sup> Century Lutheran Principal Initiative, its goal is two-fold: 1) to fully prepare experienced teachers to be principals before<\/em> their first principal call, and 2) to provide the level of administrative time and compensation needed for success. This initiative is a completely different way of thinking about the Lutheran school principal.<\/p>\n

Historically, new Lutheran school principals are called because they demonstrate potential for leadership based upon spiritual maturity, organization ability, and personality. These first-time principals usually have no preparation in principal skills and may even lack teaching experience. Most new principals are full- or nearly full-time classroom instructors and are expected to do administrative duties on the side. They may receive a slight pay bump symbolic of their role as lead teacher. These historical practices imply that the principal position is not very difficult, time consuming, or important.<\/p>\n

But experience and research tell us just the opposite. The principal is the key to school success\u00a0(Wahlstrom, Seashore Louis, Leithwood, & Anderson, 2010), especially in small schools. The position is highly complex (Granberg, et al., 2013), requires knowledge and skills that cannot be learned through experience alone\u00a0(Northouse, 2012), and takes a lot of time\u00a0(Lavigne, Shakman, Zwieg, & Greller, 2016)\u2014more time than most Lutheran principals get\u00a0(Hintz, 2014).<\/p>\n

It\u2019s not surprising, then, that principals are under a lot of stress. A national principal survey revealed that 75% say the job is becoming too complex, with 70% reporting it has changed substantially in the last five years\u00a0(Metlife, 2013). WELS principals overwhelmingly agree that the time (81%), training (67%), and compensation (58%) they have been given is inadequate\u00a0(Meyer, Treptow, Rademan, Sievert, & Brown, 2015).<\/p>\n

Under these circumstances, Lutheran principal vacancies are increasing. The reactionary response has been to double-down on the same practices that got us into this situation\u2014recruit more teachers without principal training to fill the need. Struggling schools unable to attract veteran teachers request novice teachers be assigned<\/em> as their principals. This historical approach places the most important school position, in often very challenging circumstances, into the hands of unprepared leaders\u2014putting schools and principals at risk.<\/p>\n

Unfortunately, when principals and their schools struggle, the tendency is to blame the individual for not doing, or not knowing how to do, his job. Such criticism is misplaced when the school has appointed an unqualified person to do a task without the necessary time to do it. The surprising thing is not that some principals and schools fail; it\u2019s that some survive.<\/p>\n

Lutheran principals and schools deserve better if they are to thrive. Principals must be trained before<\/em> they assume their duties. They need time away from teaching to carry out their principal duties, and their compensation should fairly reflect the necessary level of training and the scope of responsibility. If Lutheran schools reimagine the principal position in this way, there will be no shortage of qualified people to lead. Lutheran principals and teachers reported that if principals are given adequate time, training, and compensation, many more are willing to be one (Meyer, et al., 2015) (see table 1<\/a>).<\/p>\n

What does a reimagined Lutheran principal position look like?<\/p>\n

Training<\/em>
\n<\/strong>In addition to possessing leadership characteristics, all Lutheran principals must be given the necessary understandings and skills before <\/em>they assume their duties. These characteristics, understandings, and skills have been identified (see table 2) and are outlined in WELS Principal Standards. The Commission on Lutheran Schools and Martin Luther College have developed a three-year training program for veteran teachers to complete while teaching to fully meet the principal standards. A cohort of 15 veteran teachers is being formed right now to begin preparation, with similar cohorts needed annually (see table 2<\/a>).<\/p>\n

Time
\n<\/em><\/strong>Schools need to structure the principal position for success. The WELS has developed and approved a formula for determining a reasonable amount of administrative time during the school day for teaching principals. The principal needs a minimum of one hour of administrative time each week for every 7.5 students in the school. District presidents have been authorized to monitor administrative time when a school requests principal candidates for a call (WELS Proceedings, 2013).<\/p>\n

Compensation
\n<\/em><\/strong>Principals and congregations generally feel uncomfortable discussing levels of compensation. But a report to the 2015 synod convention acknowledged that principal compensation plays a role in the difficulty to attract qualified principals (Ad Hoc Commission II, 2015), and 58% of WELS principals report their salary is not commensurate with their duties (Meyer, et al., 2015). A sense of fairness suggests the salary should be in keeping with the position\u2019s importance and compensate candidates for the money they invest in training. The 2017 synod convention will consider the appropriate level of compensation for principals, and all schools are urged to follow it.<\/p>\n

The 21st<\/sup> Century Principal Initiative makes sense, and it\u2019s simple. It represents a proactive approach to a growing crisis, but crises often foster reactive and habitual approaches. Breaking a habit can be painful and seem impossible. It requires commitment and sacrifices. Schools will need to dedicate the resources to structure the principal\u2019s time and compensation for success. Parents will need to pay more in tuition. Veteran teachers will need to heed the call to prepare for leadership by investing time and money in training. District presidents will need to work with schools and congregations to structure their principal positions for success and use only qualified candidates on call lists. None of the above can happen without God\u2019s blessing. But, if Lutheran schools can reimagine the principal position, they will thrive in the 21st<\/sup> century.<\/p>\n

John Meyer, PhD (DMLC ’87) is the director of graduate studies and continuing education at Martin Luther College-New Ulm MN.<\/em><\/p>\n

References<\/strong>
\nAd Hoc Commission II. (2015). Book of Reports and Memorials.<\/em> Milwaukee: WELS.<\/p>\n

Granberg, S., Aswege, D., Huebner, P., Klindworth, R., Martens, L., Mueller, T., . . . Sievert, P. (2013). Task force on lutheran schools. Book of Reports and Memorials to the WELS 62nd Biennial Convention<\/em> (pp. 45-62). Milwaukee: WELS.<\/p>\n

Hintz, C. M. (2014). Principal Effectiveness.<\/em> (Master’s Thesis), Available online through the Martin Luther College library website. Retrieved from https:\/\/mlc-wels.edu\/library\/search-find-2\/special-collections\/pdf-files\/principal-effectiveness-by-christopher-m-hintz<\/p>\n

Lavigne, H. J., Shakman, K., Zwieg, J., & Greller, S. L. (2016). Principals’ time, tasks, and professional development: An analysis of Schools and Staffing Survey data (REL 2017-201).<\/em> Washington DC: U.S. Dpartment of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Rebional Educational Laboratory Northeast & Islands. Retrieved from http:\/\/ies.ed.gov\/ncee\/edlabs<\/p>\n

Metlife. (2013). The Metlife survey of the American teacher: Challenges for school leadership.<\/em> New York: Metlife, Inc.<\/p>\n

Meyer, J., Treptow, E., Rademan, J., Sievert, J., & Brown, E. (2015). The WELS Principal Position: Time, Training, and Compensation.<\/em> New Ulm.<\/p>\n

Northouse, P. (2012). Introduction to leadership: Concepts and practices<\/em> (2nd ed.). Thousand Oaks, CA: SAGE.<\/p>\n

Wahlstrom, K. L., Seashore Louis, K., Leithwood, K., & Anderson, S. E. (2010). Investigating the Links to Improved Student Learning: Executive Summary of Research Findings.<\/em> The Wallace Foundation.<\/p>\n

WELS. (2013). Proceedings of the 62nd biennial convention of the Wisconsin Evangelical Lutheran Synod.<\/em> Wisconsin Ev. Lutheran Synod.<\/p>\n

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