Conclusion
Without question, the role of principal is a demanding one. In underfunded and low-performing districts, the "unrelenting daily challenges and steep learning curve" can feel particularly overwhelming, especially to beginning principals and newcomers to the school or community (Barnett & Greenough, 2004, p. 12). Even under the best of circumstances, however, there is always more for principals to know and more to do.
The literature is replete with strategies for improving schools and leading change. Rather than focusing only on what principals did to achieve success, we asked principals questions related to the "whys and hows" of their successes. Simply implementing a strategy will not guarantee its success; it must be supported by specific actions. As Principal Randy Jensen indicated, merely hiring an instructional coach is not what made the difference in student achievement; it was the collaborative system he structured and nurtured in the school that facilitated the success of that approach.
We hope that the brief summary of recent research and the conversations with regional principals included here have provided useful insights into the ways school leaders can and do influence student learning. We encourage you to delve deeper into the resources listed on the following pages and to contact the principals profiled here for more keys to their success.
