Just as the classroom teacher is in charge of the students but wholly dependent upon them to respond, interact, and learn, so too are principals dependent upon their teachers to adhere to district policies, create classrooms where students absorb lessons, and collaborate with peers and school staff. After all there is only one principal (maybe an assistant if enrollment is large enough) and there are, depending on school size anywhere from 10 to 30 teachers in elementary schools and up to 100 in larger secondary ones.The principal is a manager, the staff’s instructional leader, and politician in dealing with student rancor, parental disaffection, teacher squabbles, and district office directives.
An earlier post dealt with teacher decision-to make the simple–actually not so simple–point that teachers engage in daily decision-making before, during, and after a lesson. That engagement is a complex process that spans monitoring the classroom teaching of content and skills, managing behaviors of individual and group of students, and frequent improvising as the unexpected pops up–inevitably, I might add–during lessons.
Although the content of lessons in science or math, or English, or French or U.S. history differ, they have in common a massive CONTINUE READING: The Complexity of Daily Principal Decision-making | Larry Cuban on School Reform and Classroom Practice
