School Improvement: The Principal's Role During Implementation

The Principal's Role During Implementation

All the good work being done in schools is merely tinkering unless we are changing the identity of all educators to be inquirers and collaborators.

Michael Fullen (1993)

The principal who is an instructional leader has two dominant tasks during the implementation of a plan for school improvement:

Create a culture that supports change and eliminates barriers to success.
Build capacity for teacher leadership in improving teaching for learning.

		PDSA for Training

Empowering Yourself in Difficult Times

3-Minute Interview

Diagnosing Conflict

		Organizational Change Cycle

What the Head Cheerleader Does During Implementation

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The first task requires that you consistently use data in your decision making. Data should come from standardized tests, classroom assessments, demographics, program assessments, and behavior indicators.

The second task requires providing teachers with a structure and guiding processes. Structures must allow for frequency in collaboration among teachers for the purpose of enhancing skills in inquiry grounded in examination of student work. Processes must include systematic ways of looking at that work and determining the teaching practices that improve it.

In this section you will find suggestions for both structure and processes. Remember to screen application of these suggestions by considering your current context, the skills and talents of people in your building, and your own talents and skills for leading and coaching for performance over time.

School Improvement