Tag Archives: Principal Responsibilities

Principals are the Lead Relationship Builders

Relationship Builders

School leaders build relationships in their schools. Relationships are a vital part of our personal and professional lives. School buildings are ecosystems filled with children and adults from various walks of life. All look for positive interactions that help shape their school experiences. Educators are encouraged to foster and facilitate positive teacher-student, parent-teacher, and student-student relationships. Where should they begin? It all starts with the leader.

School Leaders Build Relationships

Principals are the lead relationship builders, a role that every school leader has in their list of responsibilities. Although principals are well-known as instructional leaders in their schools, they play various roles in the position. As a leader, you will have various connections, associations, links, or bonds with stakeholders of the school ecosystem.

Schools are the Hubs of Communities

Why are solid and positive relationships meaningful in education? A school often serves as the hub of a community. The building is a safe space for students, parents, and staff. However, it’s not just the physical space of a building that matters; it’s also the human interactions in that space. What goes on among humans in that building is crucial to students’ success.

Let’s explore the relationships that affect stakeholders and how the lead relationship builder can support all of them.

Relationship With Students

First, a principal’s relationship with students is most significant. Without students, there would not be a school. Children need positive, trusting, and supportive connections in their lives. We hope that students come to us with solid and positive familial bonds. However, some come from broken homes and families. They arrive in our schools mistrustful and guarded. 

Build Trust and Healing

The lead relationship builder must model trusting, healing, and supportive interactions for all students. Assure them it is a safe space for all they physically and emotionally bring. Leaders must learn their names and stories. Talk with students one-on-one and discuss issues that matter to them. Be an active listener and also be firm but fair when needed. Building and maintaining strong “developmental relationships” help connect the principal-student connection.

Relationships Between Adults and Students

Developmental relationships between adults and students must include expressing care, challenging growth, providing support, sharing power, and expanding possibilities. Educating yourself as a leader and the staff about developmental relationships requires research and professional learning opportunities. For more information about the developmental relationship frameworks, visit the Search Institute.

Principal-Teacher Relationships

Next, the lead relationship builder must focus on the principal-teacher relationships. Sometimes, the bond between a principal and teachers can be tenuous. Both have high expectations of the other and must realize it takes both to develop successful students. Teachers want trust, support, and to be seen as professionals. It’s a two-way street for all three items. You earn trust over time through merit and actions. Teachers must work to achieve their principal’s confidence and visa-versa. 

Trust Teachers’ Professionalism

School leaders, you must earn their trust, too. Show the teachers that you trust their professionalism and will always be professional. Give teachers the space and support to grow as leaders. Allow staff members to be part of the decision-making process. Show support by providing the resources they need to be successful teachers. Appreciate staff members for their hard work and dedication. Allow them to see your humanness and vulnerability. 

Principal-Parent Relationships

School leaders build relationships with parents. The principal-parent connection is more significant than most realize. Parents can be your greatest allies or your worst enemies. They want respect and what’s best for their children. Being kind and showing your human side invites parents into a comfortable space.

Build Cooperative Relationships with Parents

A principal needs to look for opportunities to build cooperative relationships with parents. Leaders who embrace the chance to build relationships with parents will find it a worthwhile investment. Parents may not always agree with your decisions. Their response and support will be different based on your relationship with them. Still, they may better understand your professional choices if the leader-parent connection is strong. Being trustful and respectful may ease the gap when your decision is incorrect. 

Community Relationships

Community involvement is a good recipe for a successful school. School leaders build relationships with community members. They want to have great schools for children to attend. Developing and building strong relationships with community members, external partners, and agencies is also a priority. Positive connections to the community create success in gaining public support, minimal parent criticisms, and higher student and parent engagement.

Increase Community Support

Whether urban, suburban, or rural, the school is the hub of the community. Strong community connections can help improve student and staff morale, increase community support, build trust, and increase student engagement. As the lead relationship builder, you must find ways to reach out to and engage residents and businesses in the community. Often, many school alums still reside nearby. They have memories and pride in being students. That pride is a valuable tool to support the students and school more.

Conclusion

Principals, leadership is a huge responsibility. The weight is too heavy for many. One way to survive the heaviness is to be the lead relationship builder. By connecting with students, staff, parents, and community members, they can support, lift you and help build a successful school. You must reach your stakeholders and form long-lasting bonds.

Relationship Building Tips

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Power in Principals

Principals Have Power: Perception vs. Reality 

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Do Principals Have Power?

Reading recent social media posts in education groups, I noticed a trend. Many teachers and staff were blasting their school administrators. While complaining about one’s boss isn’t unusual, people were going pretty hard against their principals. Not negating anyone’s experience, some complaints were disturbing because, as a former principal, I know it is a tough job. Also, there is an ingrained idea that principals have too much control. I hear people say,  “Principals have power to…”  Really?  Now, let’s take a look at principals’ power and what are perceptions of reality.

Some people are already mad after reading the first paragraph! Let me be clear that this is not an anti-teacher post. Instead, it clarifies what is real and perceived about the power principals actually have in real life. It is a pro-educator post!  Both teachers and school administrators have extremely exhausting jobs. Add in a pandemic, and the job became much more complex and more stressful. When things become more difficult and stressful, it’s easy to lash out or blame each other for the troubles that neither have control over. So first, teachers express dissatisfaction with principals. Then principals grumble about district administrators or superintendents. They then complain about school boards and politicians who have never worked in a school. It is a vicious cycle.

Principals are Unsupportive

Some complaints that I read about principals and sometimes assistant principals are about being unsupportive. I often ask, what is your definition of unsupportive? What does it mean to an individual teacher? Being unsupportive can be defined as the principal does not discipline an unruly or disrespectful student that the teacher finds acceptable. Another teacher may think the principal does not support him or her during a meeting with an angry parent. Some staff members can be displeased with a new administrator for making changes to long-standing traditions or rules in the school. These are just a few examples of being unsupportive. Indeed, there are many more, and the list can continue to grow.

Micromanagement and Busy Work

“My principal is a micromanager or gives us too many directives or busy work.” I read these types of posts many times, especially during the pandemic. Some despised the daily checklists and safety precautions during the pandemic. But on the other hand, teachers’ workloads were too heavy, and expectations were high. Many decisions about these two things and others probably did not come directly from the principal but from the district office. 

Some say, “Principals need to stand up for your teachers!” Perhaps your administrator stood up for the teachers and got shot down by the superintendent. Also, maybe he or she didn’t give you all of the checklists that the district required to save you from having one more task.

Harassment and Abuse

Another item I read on social media posts is about principals who harass, bully, or verbally abuse staff members. I never condone anyone who does mental, emotional, or physical damage to their workers. If it is happening to you, report it to the union or district. Document all events or times when the harassment or abuse took place. As a former principal, I experienced harassment and bullying from a supervisor. It was not pretty and not worth my health. Eventually, the supervisor left the district, but the damage was done to me and many others.

Essential School Supplies!

Principal Responsibilities

Another perception is that principals have unyielding power. The reality is that they don’t have it, and there is not an “S’” on their chests. While many teachers and school administrators are superheroes in the lives of children, we all are just human. Principals put their pants on like everyone else, one leg at a time. However, people have their own ideas of what school leadership looks like or should be in their school buildings.

The reality is that principals have a long list of responsibilities, too. Here is a list of some things they are responsible for handling on a day-to-day or year-to-year basis.

  • Being an instructional leader
  • Observing and evaluating teachers and staff
  • Hiring teachers and staff
  • Spending the budget (not creating it)
  • Scheduling
  • Safety of all students and staff
  • School-wide communication
  • Professional development
  • Day-to-day operations
  • Student Outcomes
  • Meeting with parents, teachers, students, community members, district administrators, school partners
  • Discipline
  • Fundraising
  • Implementing all federal, state, and district mandates and directives
  • All aspects of school planning

The Job is Overwhelming

Many principals will tell me that I missed some items on the list. The job is overwhelming and then adds a pandemic, too. Hours are late and long. It’s a lonely job, but somebody has to do it. 

Despite the long list above, principals must develop and build upon the policies, procedures, and relationships in a supportive and conducive to the culture of their school building. Principals do have the power to create a supportive and healthy environment within their schools. However, they also need the buy-in of teachers and staff. 

Sometimes, the perception is that principals have power and they are the bad guy. The reality is that they are not the evil villains in the story of education. This post will anger some people, but that’s life. Agree to disagree and continue scrolling! Those who believe they can be a better principal and do a better job go for it. Be the change agent!

Skill Sharpeners for Grades PreK, K, 1, 2, 3, 4, 5, 6

Lead with Empathy and Grace

Principals are often told to lead with grace and empathy but aren’t necessarily on the receiving end of either. Shouldn’t some things be reciprocal? For example, administrators are advised to celebrate teachers throughout the year and not just during Teacher Appreciation Week. How many teachers actually know the date of Principal Appreciation Day?

Frequently, I see social media posts of principals showing how they celebrated or thanked teachers for doing great jobs and being supportive. Reciprocity is suitable for everyone. Celebrate each other when good and great things happen. Principals have the power and teachers also. The blame game cannot be one-sided. We all have an essential job to do every day. Sometimes it feels like it is a no-win and thankless situation. Yet, we cannot continue to be divided. 

Let’s Use Our Power Together

Teachers and Principals Have Power
Together principals and teachers have the power to make positive change in schools.

Let’s Use Our Power Together

We have a unique opportunity to change or re-imagine education. During the pandemic, our way of teaching students changed very quickly. Now we all have the power to take the pieces that worked well, fix the gaps, even some playing fields, and provide the education our children deserve. Use your power to come together and create a stronger bond between teachers and principals. We are in the trenches every day and can provide a new path to teaching and learning.

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