Introduction
Principals play a critical role in school improvement (Cotton, 2003; Sebring & Bryk, 2000). In fact, as Leithwood, Louis, Anderson, and Wahlstrom's recent analysis of the research (2004) confirms, "Leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school." Principals' effects on student performance tend to be largest, moreover, "where and when they are needed most". Indeed, there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader" (p. 3).
And yet, school leaders in the Northwest continue to report that too little of their time is spent on teaching and learning, the "core technologies" of their schools. According to the 1999-2000 federal Schools and Staffing Survey, principals in Northwest schools are much more likely to spend time every day "maintaining physical security" and "managing school facilities" (80 percent of principals surveyed) than they are to devote time on a daily basis to "guiding the development of curriculum" (20 percent), "facilitating achievement of the school mission" (36 percent), or "facilitating student learning" (47 percent). Despite widespread agreement that "instructional leadership" is a key ingredient of successful schools, less than 10 percent of Northwest teachers agree strongly that their principals talk with them frequently about their instructional practices; 34 percent agree somewhat, and more than half disagree either strongly or to some extent (National Center for Education Statistics [NCES], 2003).
Though much has been written on the challenges principals face in juggling so many different roles, few publications have focused specifically on local principals and the processes they have undertaken to effect change—both within themselves and their school communities. This booklet seeks to fill in some of these gaps, by providing an introduction to leadership practices that affect student achievement. At the heart of the booklet are profiles of five Northwest principals who are leading their schools to make significant, sustained improvement in student achievement. They share their experiences, reflect on leadership challenges they have overcome, and discuss the keys to their success. We follow these profiles with summaries of recent research that offer additional strategies for principals to strengthen leadership skills. We close with a few final suggestions for teachers, superintendents, school board members, and others in the school community who play key roles in supporting principals, particularly in the struggling schools that need them most.
