It’s the principal.
Check out my new piece at Slate:
There is good reason for reformers and policymakers to pay much more attention to principals. When McKinsey surveyed top teachers on what it would take for them to move to a higher-poverty school, they responded that the biggest draw, even more important than a raise, would be a respected principal who created a positive school environment.
What makes a principal great? Historically, school leaders served as building and personnel managers while teachers made classroom-level decisions mostly on their own. Now principals are expected to do their old managerial jobs and oversee instruction, too—what and how students are learning. An effective principal begins her job by clearly articulating a school’s mission, whether it is project-based learning, “no excuses”-style strict discipline, or a curriculum oriented around the arts. That vision provides intellectual coherence for teachers. The next step in effective school leadership is familiarity with the research on how children learn each subject. Great principals know how to help teachers build specific pedagogical skills, from creating classroom assessments that push beyond multiple choice to showing students how to back thesis statements in essays with evidence.
When an excellent principal is hired at a high-poverty school, time for teacher training and collaboration increases, student test scores rise by 5 to 10 points annually, and ineffective teachers begin to leave—yes, even under today’s often overly restrictive tenure policies. When a good principal departs, the progress unwinds and student achievement drops. In short, principals have a unique power to multiply the effects of good teaching and help close achievement gaps.
And just a reminder: The Teacher Wars goes on sale today!