on May 15, 2003
Principal expectation ...
As a former Principal, I found that what helped me to embrace a reform
effort was having clearly defined expectations from the Superintendent.
If the outcome was to achieve academic results in a particular subject
area, that needed to be spelled out; if it was merely implementation of
a program,then that also needed to be defined. An opportunity to be a
part of the effort from the ground up is critical for buy-in. If that
isn't the case, then at some point that opportunity needs to be
provided. The more support, facilitation and opportunity to demonstrate
progress, the greater the chances of ensuring success. I define
support as time to discuss, network, and formally converse on a regular
basis with the Superintendent about where the project is and how it is
anticipated to proceed. Superintendents should also facilitate
opportunities for Principals to network with other Principals and
administrators to discuss experiences, share ideas, and collaborate
about similar experiences as they relate to the project. Lastly, a
Superintendent should maintain a level of accountability for
implementation of the reform by asking for periodic progress reports
and demonstration of implementation of the project.