The Myth of the Superprincipal

Though experimentation with changing leadership roles is still in the early stages, new conceptions of leadership have the potential to replace at least some of the functions traditionally handled by the principal, Mr. Copland observes. If these emerging models can be made to work with new supports for principals, we may be able to turn the current shortage of principals into a momentary blip on the radar screen. Position Opening: School Principal, Anytown School District. Qualifications: Wisdom of a sage, vision of a CEO, intellect of a scholar, leadership of a point guard, compassion of a counselor, moral strength of a nun, courage of a firefighter, craft knowledge of a surgeon, political savvy of a senator, toughness of a soldier, listening skills of a blind man, humility of a saint, collaborative skills of an entrepreneur, certitude of a civil rights activist, charisma of a stage performer, and patience of Job. Salary lower than you might expect. Credential required. For application materials, contact . . . WHILE this job description intentionally exceeds the bounds of the ridiculous, one need not retreat too far from parody to authentically capture the current set of demands facing our nation's school principals. Consider the following excerpt from an actual job listing recently posted for an elementary principalship in a large, urban school system: * Under the general direction of a leader, the elementary school principal provides direction and leadership within the assigned school. This involves overseeing the management of the educational program, decision-making and communication processes, business operations, staff and community relations programs, and the physical plant. * The principal directs the establishment and maintenance of a school climate conducive to student achievement and learning, including overseeing the enforcement of school rules and regulations, the implementation of disciplinary measures, when necessary, as well as serving as a catalyst to motivate and empower staff, students, and parents to become active participants in the efforts to increase student achievement by improving the educational experience and program. * The principal facilitates and coordinates the implementation of various cluster initiatives, including school participation in the cluster council; the development and implementation of an effective school council; the development of small learning communities; and the planning, implementation, and administration of decentralization plans. * The principal's responsibilities include the improvement of instruction; assessment of student and program success; classroom visitations; the rating of professionals and paraprofessionals; staff orientation and staff development; program planning, monitoring, and evaluation; identification of school needs in terms of personnel and programs; providing staff development for teachers, paraprofessionals, and parent/community volunteers; establishing close working relationships with the Home and School Association; serving as a member of the instructional support team; fostering parent involvement in school activities; establishing and maintaining communications with business, civic, and religious leaders; working with community groups; interpreting existing school programs to the community; developing new and revised school programs to meet community needs and concerns; identifying social and emotional needs of students; ensuring the provision of programs to meet the needs of students beyond the basic skills and basic curricular areas; and performing related duties as required. * The responsibilities described above are to be seen in the context of a shared governance model which supports consultation, collaboration, and consensus among the various constituent groups within the school.1 Yes, prevailing expectations associated with the principal's role are excessively high, and this trend may be at the root of a pressing problem for education. …