Perhaps the word \u201ccrisis\u201d seems too strong, but consider this. In the last five academic years, 38% of WELS principals reported they don\u2019t 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.<\/p>\n
While there are certainly many factors affecting something as complex as education, research demonstrates that the principal is central to a school\u2019s success. The principal has direct impact on a school\u2019s 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<\/em> 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\u00a0(National Center for Education Statistics, 2004).<\/p>\n 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\u2019t the same be required for the position of the principal?<\/p>\n 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<\/em> 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.<\/p>\n In spite of WELS principals\u2019 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\u2019t want to be one?<\/p>\n To be fair, the WELS actually has a de facto<\/em> 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 \u201cvolunteer\u201d 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 \u201ctraining schools\u201d 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.<\/p>\n The problem is not that God hasn\u2019t 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<\/sup> century, it is essential that the current practices of minimal principal preparation and little on-the-job support no longer be acceptable.<\/p>\n Written by Professor John Meyer.<\/em><\/p>\n 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.<\/em><\/p>\n <\/p>\n References<\/p>\n Clifford, M., Behrstock-Sherratt, E., & Fetters, J. (2012). The ripple effect: A synthesis of research on principal influence to inform performance evaluation design.<\/em> Naperville, IL: American Institues for Research.<\/p>\n 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<\/em> (pp. 12-27). New York: Teachers College Press.<\/p>\n National Center for Education Statistics. (2004). School and Staffing Survery (SASS) 2003-2004.<\/em> Retrieved March 18, 2009, from Institue of Education Sciences: http:\/\/nces.ed.gov\/surveys\/sass\/tables.asp<\/p>\n 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<\/a><\/p>\n .<\/p>\nShare this:<\/h3>