{"id":1660,"date":"2021-09-30T15:00:37","date_gmt":"2021-09-30T20:00:37","guid":{"rendered":"http:\/\/blogs.mlc-wels.edu\/wels-educator\/?p=1660"},"modified":"2021-10-01T10:09:44","modified_gmt":"2021-10-01T15:09:44","slug":"principals-really-matter","status":"publish","type":"post","link":"https:\/\/blogs.mlc-wels.edu\/wels-educator\/2021\/09\/30\/principals-really-matter\/","title":{"rendered":"Principals Really Matter"},"content":{"rendered":"

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

If your school has a principal, be thankful. Many Lutheran schools began this year without one. One in eight Wisconsin Evangelical Lutheran Synod schools have an interim principal, such as a retired teacher, a pastor, or a teacher team filling the void (Rademan, 2021). That\u2019s too bad because according to a recent Wallace Foundation report, \u201cprincipals really <\/strong>matter\u201d (Grissom et al., 2021, p. 43).<\/p>\n

Principals Affect Student Achievement
\n<\/strong>The Wallace Foundation study examined research from the past 20 years, and found that a principal\u2019s effect on student achievement is nearly equal that of the classroom teacher. However, a teacher impacts the students in her classroom for one year, while the principal affects all students in the school every year. Thus, a top performing principal\u2019s students learn nearly three months more in math and reading than a low performing principal\u2019s students (Grissom et al., 2021).<\/p>\n

That\u2019s because effective principals get everyone\u2014teachers, students, parents, and stakeholders\u2014focused on the things that matter most in schools\u2014things like creating a positive climate, collaborating around student learning, focusing on high-quality instruction, and managing and maximizing human and material resources (Grissom et al., 2021). But these principal actions take time and skill. Principals with insufficient administrative time or limited training struggle to perform the tasks that matter most.<\/p>\n

The pressures of the job and the growing number of principal vacancies lead to turnover, which negatively impacts students and schools (Grissom et al., 2021). It takes at least five years for a principal to develop trusting relationships that enable positive changes to happen and to stick. Principal turnover in less than five years creates a disruption in school culture, curriculum and instruction, and faculty cohesion. Principal churn results in school silos where teachers work independently and frequently compete with one another rather than complement each other (Seashore Louis et al., 2010).<\/p>\n

Schools Need Well-Trained Principals
\n<\/strong>Most agree that Lutheran schools need well-trained principals with the time to carry out their important work. What can be done to fill this need? Interim principals fill the gaps but create uncertainty and leadership churn. Shuffling principals around schools every three to four years does the same. Appointing veteran teachers to be the principal can create a sense of stability, but without training and sufficient time, the newly appointed principal and his school can flounder.<\/p>\n

A better solution is to fully prepare experienced teachers to be principals before<\/em> calling them to the position, and to provide these trained principals with the synod-recommended administrative release time. This solution already exists. It\u2019s called the WELS Principal Credential Cohort (formerly 21st<\/sup> Century Principal Initiative). Begun in 2017, its first cohort of principal candidates has moved into principal positions across the synod. These fully prepared principals and their schools are thriving.<\/p>\n

One such man is Phil Gustafson. Phil completed his three-year principal training just as veteran principal James Moeller of Trinity-St. Luke (TSL) in Watertown, Wisconsin, was set to retire. Phil accepted the call to TSL and is serving in his second year. By calling a WELS Principal Credential Cohort completer, TSL received a fully prepared principal without causing a principal turnover in other schools.<\/p>\n

Principal Candidates Needed
\n<\/strong>Lutheran schools need more trained principals like Phil to fill vacancies, but getting there requires a whole-synod effort. The WELS Principal Credential Cohort exists through a partnership between the Commission on Lutheran Schools (CLS) and Martin Luther College (MLC). The CLS provides each candidate with a mentor and whole cohort leadership experiences, and MLC provides the training that includes a 50% scholarship.<\/p>\n

But having the program is not enough. We need teachers with three or more years of experience to step up and answer the call to become trained as principals. We need current principals and faculties to encourage promising leaders to join a WELS Principal Credential Cohort and be willing to relieve some of the candidates\u2019 duties so they can complete the training. Congregations must encourage principal candidates to prepare for new roles by financially supporting their continuing education. A link to nominate oneself or another teacher for the WELS Principal Credential Cohort can be found on this website: https:\/\/cls.welsrc.net\/school_leadership\/<\/a><\/p>\n

Above all, we need to pray that the Lord will bless these efforts and provide the people, resources, and resolve to overcome the current principal crisis. Principals really <\/strong>matter (Grissom et al, 2021, p. 43). With the Lord\u2019s help and a united effort, every Lutheran school can be blessed with a capable principal.<\/p>\n

John Meyer, PhD (DMLC \u201987) is the director of Graduate Studies and Continuing Education at Martin Luther College, New Ulm MN.<\/em><\/p>\n

References
\n<\/strong>Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools: A systematic synthesis of two decades of research.<\/em> Wallace Foundation.<\/p>\n

Rademan, James. (2021, September 1) Pathways to the Principal<\/em>. Martin Luther College Flex Period Presentation. New Ulm, MN.<\/p>\n

Seashore Louis, K., Leithwood, K., Wahlstrom, K. L., & Anderson, S. E. (2010). Investigating the links to improved student learning: Final report of research findings.<\/em> Wallace Foundation.<\/p>\n

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