school principal essay on my principal

School Principals as Leaders

Introduction, synthesis of key ideas.

Nowadays, researchers actively discuss the role of a principal as an effective school leader because of the overall tendency to reconsider leadership practices that can contribute to students’ achievements. The Wallace Foundation (2012) presented five critical functions performed by school principals that are associated with their leadership: forming a vision of academic success, creating a positive climate, stimulating leadership in other people, improving instruction, and managing resources to improve performance. However, in spite of formulating these five responsibilities as major ones, it is almost impossible to limit modern school leaders’ roles in educational organizations only to these specific tasks as today they have the potential to serve as transformational leaders and role models for both teachers and students.

From this perspective, school leaders can directly influence the academic achievements of students and support is an important component of a positive climate. Additionally, leaders need to inspire professional communities as they promote the change and effectively manage resources. The purpose of this paper is to discuss why school principals, who focus on performing five key responsibilities, should be viewed from a wider perspective of transformational leadership.

In spite of teachers’ impact on students’ achievements, school principals can have even more influence on others as transformational and visionary leaders indicating a standard level for students and educators and creating a positive atmosphere. According to the report by the Wallace Foundation (2012), “developing a shared vision around standards, and success for all students is an essential element of school leadership” (p. 6). Furthermore, principals can contribute to changing a school climate to a positive one in order to promote learning through avoiding teacher isolation, negativism, and creating a welcoming environment (The Wallace Foundation, 2012).

As a result, a leader in a school can serve as a role model for teachers to know what standards to follow and for students in terms of identifying paths to success. The current tendency of referring to principals as influential leaders make them responsible agents in improving diverse students’ learning in an appropriate environment.

Principals as leaders are expected to stimulate leadership in others and inspire professional communities, creating change in instructions and effectively managing available resources. Thus, “Principals play a major role in developing a ‘professional community’ of teachers who guide one another in improving instruction” (The Wallace Foundation, 2012, p. 7). As a result, leaders create a group of followers around them who can influence the realization of necessary changes in a school environment.

Additionally, effective leaders work to improve instructions and effectively manage data to assess outcomes and propose action steps, supervising changes and inspiring others to act. Therefore, it is possible to conclude that principals as real leaders need to perform even more tasks in order to achieve an effective transformational change in their organization.

Currently, I can assess my progress as a leader positively in relation to the following tasks: creating an appropriate climate for teaching and learning, improving instruction, and managing resources, such as people and data, to reach goals. However, I cannot state that my skills in creating a vision of academic success for all students and promoting leadership in others are developed enough. From this perspective, the areas of improvement I can identify at the current stage are the work on formulating and promoting expectations regarding students’ academic success with reference to diverse children and students with disabilities as I need to research and practice this aspect.

Furthermore, I need to work on building my image of an influential leader who can stimulate the professional development of educators in the context of acting in professional learning communities. To complete these tasks, I can refer to the information from the report by the Wallace Foundation (2012) and determine the areas for further examination and analysis to develop my potential as a leader. Consequently, I will identify other areas that I need to improve in order to perform as an effective educational leader.

The important implications of the discussed report for my practice are that principals are the most influential leaders in the sphere of school education. In addition, a climate viewed as hospitable to learning should be not only adjusted for students’ needs and safe but also supportive to promote students’ positive experiences in interacting with educators. Moreover, it is important to set high expectations for all students in order to guarantee their higher achievements, as is noted in the literature on the problem.

Principals today should be viewed as influential leaders oriented toward changing the organization while promoting more opportunities for students to achieve academic success and for teachers to develop professionally. Although researchers determine five key tasks of a school leader, it is possible to identify even more critical responsibilities. However, to guarantee to achieve success on the path of school leadership, it is necessary to perform these activities: form a vision of academic success for students, create a positive and supportive climate, promote leadership in other educators, improve instruction, and manage people and resources to improve performance. These steps will help principals to develop as effective transformational leaders.

The Wallace Foundation. (2012). The school principal as leader: Guiding schools to better teaching and learning . Web.

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Essay on Our School Principal For Students & Children

We are Sharing Essay on Our School Principal in English for students and children. In this article, we have tried our best to provide a Short Essay on Our School Principal for Classes 2,3,4,5,6,7,8,9,10 in 150, 200, 300, 400, 500 words.

Our School Principal Essay in English ( 250 to 300 words )

In a school, the Principal is the fulcrum around whom the whole administrative and academic system of the school revolves.

The name of our school Principal is Mrs. Kiran. She is a very smart middle-aged woman. She is an M.A, B.Ed. She is a great scholar of English. She also knows many other languages like Hindi, Tamil, Punjabi, Bengali, and even French. Thus, she is a great linguist.

She has a pleasing personality. She wears spectacles but they by no means diminish the effect of charming smile that plays on her face.

She believes in persuasion rather than coercion. She praises a really hardworking and intelligent teacher or student and she gently and politely coaxes a shirker to mend his ways. Even when she has to scold in rare cases, her reprimands are always mild and evince clearly the affection and sincerity of purpose concealed in them.

She herself is a model of punctuality and regularity. She is there in her chair at 8.00 a.m. sharp which is the time when school starts. She is always present in the assembly and at every function in the hall or a sports event on the ground or in the gymnasium.

She expects this punctuality and regularity from others also. She never misses any period and expects other teachers also not to miss any of their periods. She advises the students to attend every period regularly and pay full attention to their teachers and give them due respect.

Our school has made tremendous progress in the field of studies, sports, and co-curricular activities during her principal-ship. Every teacher and student of our school praises her and loves her. She is also in the good books of the school managment. May she live long!

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What Makes a Great Principal?

Great principals lead effective schools. Under their leadership, teachers thrive, students engage with core content and school administrative functions run smoothly. Conventional wisdom recognizes the value of school principals, and research backs it up. A report by the National Association of Elementary School Principals found that, of the most important factors affecting students’ academic achievement, leadership comes second only to instruction.

This finding makes sense as principals serve as the head of their schools, and their decisions affect school culture , parent involvement and overall community satisfaction. The level of influence a principal possesses, along with the benefits that can accompany the position, make it a post that many motivated educators aspire to hold. Not everyone has what it takes to execute the job effectively, however. Serving as a principal requires specific skills and characteristics that positively affect the school as a whole.

The Importance of a School Principal

Before considering the qualities of a great principal, it’s important to realize just how vital a principal’s role really is. Research published in the Hechinger Report showed that school principals account for 25% of students’ academic gains, and only teacher effectiveness had a greater impact. Researchers now believe that what makes a great principal also makes a great school. Setting clear direction, mentorship and investment in professional development – these things matter in the classroom, at the school level and at the district level.

An article written by The Center for Comprehensive School Reform and Improvement stated that leadership’s effects show the greatest impact in the areas where they are most needed. A troubled school, for example, is unlikely to turn around without an effective leader’s guidance. Increasing awareness of a school principal’s influence on student and teacher performance is reshaping how educational leaders and thinkers view school reform.

Rigorous testing, with its system of teacher-directed rewards and punishment, is being replaced by a growing consensus that the key to school reform lies in effective leadership. Districts and private schools are recruiting top-quality educational leaders and empowering them to create the educational changes the public demands. As leadership expert John Maxwell famously put it, “Everything rises and falls on leadership.” Since the evidence suggests this is as true in schools as it is in businesses and nonprofits, educators now have to ask, What makes a great principal? 

The 7 Priorities of a Great Principal

1. Collaboration

A great principal fosters a collaborative school culture. Education consultant Steve Barkley has identified six distinctive school cultures , three of which – toxic, fragmented and balkanized –clearly emerge from and perpetuate organizational dysfunction.

Another of the six cultures, contrived-collegial culture, enforces collaboration from the top down, which may be necessary in an organizational transition, but without teacher buy-in, forced collaboration rarely works in the long term. Instead, a truly collaborative school culture emphasizes working together within the common framework of strong educational values. The goal of a collaborative school culture is effective instruction, and great principals engender this kind of culture in their schools. 

2. Listening

Traditional models of leadership focus on a single charismatic leader who tells others what to do, but contemporary leaders listen to the people around them, consider a variety of ideas and then make their decisions. Great principals spend time listening to students, teachers, parents, other administrators and educational researchers.

This kind of listening goes beyond simply paying attention while others talk. It requires understanding a speaker’s motivations, listening for what they are not saying and asking powerful questions.

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3. Leadership

When asked what makes a great principal, many teachers and parents may give their answer with a single word: leadership. Though definitions of leadership vary, their common thread is influence . A principal holds a title, and with it, the authority to implement their will on teachers and students. However, a great principal uses influence, as opposed to demands, to illicit the desired behaviors and attitudes from their team and students. People follow an effective leader because they want to, not just because they have to.

4. Visibility

Effective principals make it a priority to spend time in the classroom, the lunchroom, the hallway, the bus line and the main office. Essentially, they get out of the office. This approach used to be called management by walking around, or MBWA.

By simply walking around their workplaces, leaders can glean a lot from observing their team, resources, student behavior and how teachers respond to students in formal and non-formal settings. An article in Forbes said, “Companies (and schools) could benefit significantly if senior leaders would get out more — get away from their offices, the unnecessary meetings and the power lunches and see what’s going on elsewhere in the organization.”

5. Relationships

Nearly everyone wants to maintain relationships with other people, but meaningful relationships go deeper than maintaining. They have purpose. To build meaningful relationships, great leaders need to know how to set and respond to relational boundaries. They don’t isolate themselves or let their teachers hunker down in their classrooms all alone. But they also don’t force all teachers to act or teach alike.

Great principals establish high, reasonable and clear expectations that don’t keep teachers guessing. This approach creates trust, allowing teachers to be comfortable with taking ideas or problems to the principal. By creating meaningful relationships with parents and students, principals can often curtail problems or conflicts before they begin. In so doing, these principals keep teachers from having to manage too many emotionally draining situations on top of their regular work.

Many classroom educators leave the profession every year because they feel unsupported by their administrators. There’s even a saying: “teachers quit principals, not schools.”

Research backs that up. An article published by the Brookings Institution said great principals do an exemplary job of retaining effective teachers , but not ineffective ones. The article went on to say that the best principals practiced “strategic retention.” A great principal must be abile to discern between high- and low-performing teachers. They must be able to create an environment in which high performers flourish and low performers can grow and improve.

7. Learning

Great principals never stop learning. Common sense dictates that the best educators and leaders are also lifelong learners. Research from the National Education Association (NEA) revealed the same thing. According to the NEA’s landmark report, Great Teaching and Learning , educators can take charge of their professional development through a specific series of steps. They start by taking an initial self-assessment, setting career growth goals, working toward those goals and finally conducting a post-activity self-assessment.

For a principal, working toward a career growth goal might mean conducting and publishing research in an academic journal or assuming a leadership position in an educational or community organization. Teachers who aspire to serve as great principals can also set ongoing learning goals, such as obtaining additional formal education through an online master’s degree in educational leadership . This kind of advanced degree prepares teachers to transition out of the classroom and into administrative roles.

The online Master of Education in Educational Leadership program from East Central University will help you gain the confidence and skills necessary to carry out your new responsibilities effectively. Our program was designed with working teachers in mind, and because of the online format, its flexible to fit around your busy schedule.

An Essay Sample on A School Principal

• Author Writer

School principals are among the most vital leaders in our society as they mold our children’s education. A principal holds a crucial role in the functionality of any school since it can enhance the education standard in the institution. Additionally, school principals are the topmost-ranking administrators in elementary, middle, or high schools. According to the Organization for Economic Co-operation and Development, a school principal connects teachers, learners, their parents or custodians, the education system, and the community. Moreover, principals can contribute to a student's academic achievement by influencing the school's organization, the atmosphere in the school, teachers, and the teaching process. In the United States, for one to become a school principal, one must meet various qualifications. However, a successful principal should possess several comprehensive skills and perform their duties and responsibilities effectively.

Most states in the U.S. require those seeking employment as school principals to have a license. Different states have distinct licensure requirements, but the general essentials include experience as a professional teacher, one must have graduated from a state-certified principal preparation program, and a passing mark on a nationally accredited licensure test. However, school principals' qualifications have been the topic of significant debate in the last decades of the 20 th century as pressure intensified to make schools more responsible for success. The national bodies representing various school administrators, such as principals, have enthusiastically discussed suitable qualifications for principals in elementary, middle, and high schools.

The National Association of Secondary School Principals, also known as NASSP, undertook a dynamic role in ascertaining principal qualifications in the 1980s via establishing an evaluation procedure. This technique focuses on leadership abilities that significantly influence a school principal's capability to lead and manage their schools efficiently. Additionally, the assessment process is based on a task analysis carried out in collaboration with the American Psychological Association. The skills evaluated through the NASSP Assessment Center comprised judgment, leadership, motivation, problem analysis, variety of interests, certainty, managerial capability, sensitivity, stress tolerance, educational values, and verbal and written communication. Afterward, the National Association of Elementary School Principals formed an assessment program that evaluated similar skills.

The National Policy Board for Educational Administration, also known as NPBEA, reviewed the principal qualifications in the mid-1990s. The NPBEA comprised several significant national bodies representing professors who prepare education administrators and schooling administrators such as principals and superintendents. One of the NPBEA's affiliates, the Council of Chief State School Officers, also known as CCSSO, took the initiative to create a set of codes for education leaders. The CCSSO created a group with representatives and associations from thirty-seven states, which determined a new set of requirements for school administrators. This set of standards sought to influence the grounding of principals, lead states in developing their principal standards, and act as a device for licensure or assessment. This group, known as the Interstate School Leaders Licensure Consortium (ISLLC), designed the standards to address a principal’s requirement to promote every student’s success.

Besides meeting the set of standards, school principals must be versatile leaders. The principal can be a public relations representative, curriculum advisor, manager, budget specialist, disciplinarian, and intermediary on any regular school day. Fundamentally, a principal has to run all facets of school life, such as evaluating teacher performance, managing and creating the curriculum, disciplining students, scheduling classes, and controlling the school budget. Therefore, every school principal should possess a wide range of skills and proficiencies to execute such tasks effectively. Some aptitudes include leadership skills, IT proficiency, a capability to adapt and innovate, communication skills, and problem-solving competencies.

Since principals act as mediators between teachers, students, and their parents, they must be strong leaders for the learners, parents, and school staff to listen and respect what the principal says. Additionally, school principals should have past experiences in several teaching management roles, such as organizing a co-curricular event or being head of departments. Secondly, for a principal to become innovative and uphold the teaching styles and curriculum’s relevancy, they must familiarize themselves with the latest technology. Thirdly, practical communication skills will help the principal communicate appropriately with different people within a school setting and the education sector (Teacher Academy). Operative communication skills help to update all parties about the school activities.

Fourthly, the vital skills that any principal can possess are problem-solving abilities. Principals face many problems, from financial issues to students' home problems, which require an advanced level of analytic aptitudes. Lastly, principals and other educators should have the ability to adjust and be innovative. Flexible and inventive principals can embrace changes and transform the curriculum and teaching styles (Wallace Foundation). Some of the duties and responsibilities that school principals should perform include handling all staff and faculty at a learning institution, overseeing and managing a school's performance, supervising hiring decisions, and deciding how to spend school finances.

School principals are the highest-ranking leaders in elementary, middle, and high schools. Various states in the U.S. follow a specific set of standards that outline the qualifications of anyone aiming to work as a principal. However, regardless of the differences in the selecting criteria, ILLSC established a set of standards that form the basis of principals' qualifications. Additionally, successful principals perform their duties effectively and possess exemplary leadership, problem-solving, and communication skills.

Organization for Economic Co-operation and Development. "School Principals.” OECD.org , 2021.

Teacher Academy. "The 10 Essential Skills of a Good School Principal.” Teacher academy .Eu , 2021

Wallace Foundation. "Five Key Responsibilities - The School Principal as Leader: Guiding Schools to Better Teaching and Learning.” Wallacefoundation.Org , 2021.

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Best Teaching Essay Examples

Reflection essay: school principal.

1063 words | 4 page(s)

Becoming a high school teacher is a very personal decision as teachers must truly love what they do in order to offer the best environment to their students. It cannot be taken lightly and the events that transpire outside of the classroom cannot impact the teacher’s ability to maintain control within the educational environment of the classroom. As with any job, personal and family issues must be left outside of the school building and issues with the administration should not interfere with the work ethic of the employee However, in the education field, the decisions and leadership of the administration, especially the principal, directly impacts the ability of the teachers to conduct their jobs and to do so in an effective manner. The issues that teachers face with the students often require a team effort to resolve. If there is not a true leader in a team then the team will surely fail.

Through reading “Growth Strands for School Leadership” and preparing to write this reflection essay I have found that there are issues in the leadership at my school and these findings have assisted me in understanding some of the areas in which I personally struggle.

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The first point of the reading establishes the difference in a reactive leadership style and one that is proactive. The key difference is preparation. Often times a situation could be handled more effectively or avoided altogether if there was a plan to follow. Notably there cannot be a plan in place for every possible situation, but a overview of various situations can be helpful. The principal at the school that I teach at is effective at dealing with immediate situations. All of the required staff meetings are scheduled and conducted.

Everything that “has” to be handled is taken care of. However, impromptu meetings to discuss a potential problem that a teacher or staff member has heard of is not a part of his leadership plan. This would not be acceptable in the classroom. If I heard that someone was planning to cheat on a test then I would be expected to monitor that situation closer. Perhaps I would even enlist extra assistance in monitoring the classroom on test day. This would discourage the activity and prevent it from happening. This, to me, is the difference in reactive and proactive.

The second point that the reading made explained the importance of looking outside of one’s own comfort level and knowledge base in order to promote the team and the educational environment. This puts me in mind of the old adage “there is no I in Team.” My principal is a very well educated individual and has earned his right to become a leader. The area that I questioned mostly through this activity is whether or not he is willing to continue to grow. The ability to look beyond what an educator already knows for themselves allows for personal growth, team building, and increased awareness for the students. Should the principal promote such an atmosphere then the teachers would more readily follow suit. Outside of the required Parent and Teacher Conferences, the principal does not engage in scheduling community activities that involve the school. Therefore, it makes it difficult for the educators to teach culture and compassion within the classroom.

The third point was the most eye-opening area when I read the article. The encouragement for growth on the educator level is not fostered by the principal at my school. Unfortunately, this is an issue in many schools as researchers have noted that “competence and autonomy inspired and energized some of these teachers, it also made it unnecessary to be highly engaged. Their administrators reportedly paid little attention to their choices and did not intervene” (Kirkpatrick, 2014, pg. 231). It is a requirement of the state that teachers continue their education by a set number of in-service hours. However, the information that is received at these training programs are not regularly shared with those who did not attend that particular program. Often, the principal is unaware of who attended which meetings and who is behind on their training hours. If the principal would be more engaged in the educators at the school, it would encourage the teachers to be more engaged as well.

The fourth point, in my opinion, is very closely related to the previously stated second area of the reading. Again, in order to teach culture and compassion for the community, an educator must have access to these programs. The principal is the leader of the school and the teachers follow the leader. At some point, the novelty of attempting to make a difference runs thin when there is little encouragement to do so. Community leaders and cultural affiliations will respond more rapidly to a principal’s request than that of a teacher. Therefore, the responsibility to lead the school into a true function of the community falls upon the leader.

The fifth area is reflective of the third. There is a desire among teachers that suggests that they want to learn and grow. However, according to Kirkpatrick (2014), may teachers whose “efforts to improve their practice or contribute to their school had been ignored or discouraged, either said they would leave teaching or had disengaged as an alternative to leaving” (pg. 231). Sadly, I witness this in my own personal view of the school.

Encouragement and recognition is taught in the education field. We are all aware that this promotes a better learning environment for the students. What the principal is failing to see is that this would also promote a better teaching environment for the educators. In general, on a professional and by-the-book aspect, my principal does his job. However, I realize that there is a lot of improvement that can be addressed to the by-the-book attitude. The reading did help me to see my areas of discouragement. Through that information I hope to be able to adjust my feelings in the following term and realize that this attitude is coming from my disappointment with the leadership and should not impact how I react within the classroom.

• Kirkpatrick, C. L., & Johnson, S. M. (2014). Ensuring the ongoing engagement of second-stage teachers. Journal of Educational Change, 15(3), 231+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA373657864&v=2.1&u=bluefld_mai n&it=r&p=AONE&sw=w&asid=199379b66ec79bb051cc7506e54cef6e.

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Short Paragraph on My School Principal (380 Words)

Here is your paragraph on My School Principal !

Every school has a principal and the principal sees to it that everybody in the school obeys to the rules and regulations of the school.

He or She would be in charge of all the responsibilities of the school on a day to day basis and he has the powers for all the major decisions in the school.

We also have a principal in our school. His name is Mr. Sharma. He joined our school only last year. He is a very strict person, yet a lovable person too. When it comes to the rules and regulations of the school he is very strict. He makes sure that every student comes on time, whether they have a problem, whether the staffs are on time and if not what was the reason, etc.

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During assembly hours, he also comes with the entire school and attends the assembly. If there are any important announcements, he himself would make the announcements. After he has joined our school, not only the academic side, but the face of school itself has changed. He has contributed so much to the physical structure of the school and has made renovations, without creating any disturbance to the staff or students of the school.

He takes care of every small detailing of the school and its whereabouts and tries to make sure that it would in no way be a trouble to the students or teachers. In case any parent needs to speak to the principal, they could do so without any formalities and our principal would listen and find a solution for the problem.

Not only in appearance of the school and academics, but also in sports, cultural activities and other activities, our school has progressed and we are proud of the achievements that we have attained.

We are proud of our principal and we wish that we have him for longer years. With his presence, we are all very happy and have achieved great records for our school in almost all activities. He has been the best principal, so far I have seen and we all love him very much. Gentle, yet strong, is what our dear principal is and we wish him success all through his life.

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Essay on If I Were the Principal of My School

Students are often asked to write an essay on If I Were the Principal of My School in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on If I Were the Principal of My School

Introduction.

If I were the Principal of my school, I would focus on creating a nurturing environment that promotes learning and growth.

Academic Excellence

I would prioritize academic excellence, ensuring that every student has access to high-quality education, and is motivated to excel.

Co-Curricular Activities

I would encourage co-curricular activities, as they help in the overall development of students, nurturing their talents beyond academics.

Discipline and Values

As the Principal, I would instill discipline and values in students, preparing them for future challenges.

As the Principal, my goal would be to shape the school into a place where students thrive and grow.

250 Words Essay on If I Were the Principal of My School

If I were the principal of my school, the opportunity would be an avenue to implement strategies that ignite creativity, innovation, and holistic development in students. The position would allow me to shape the educational environment to foster a culture of inclusivity, diversity, and excellence.

Curriculum Redesign

I would prioritize a curriculum redesign, emphasizing critical thinking, problem-solving, and creativity. The curriculum would be multidimensional, incorporating experiential learning and real-world applications. This would ensure students are not just academically competent but also equipped with skills essential in the modern world.

Empowering Teachers

Teachers are the backbone of any educational institution. I would strive to create an environment that empowers them, offering continuous professional development opportunities. This would encourage them to keep abreast with the latest educational trends and pedagogical techniques.

Student-Centered Approach

As principal, my policies would be student-centered. I would promote an open-door policy, encouraging students to voice their concerns and ideas. This would foster a sense of ownership and responsibility among students, making them active contributors to the school community.

Community Involvement

Involving the community in school activities would be another priority. I would initiate partnerships with local businesses and organizations for internships, workshops, and collaborative projects. This would not only bridge the gap between theory and practice but also instill civic responsibility in students.

As principal, my ultimate goal would be to create a nurturing, innovative, and inclusive environment that prepares students for future challenges. The focus would be on holistic development, ensuring that our students are well-rounded individuals ready to contribute positively to society.

500 Words Essay on If I Were the Principal of My School

The role of a school principal is multifaceted, encompassing leadership, management, and a deep understanding of the educational process. If I were the principal of my school, I would strive to foster an environment that promotes academic excellence and nurtures the holistic development of students.

Emphasizing Academic Excellence

One of my foremost priorities would be to ensure academic excellence. I would work towards creating a robust curriculum that caters to the diverse needs and interests of students. A strong emphasis would be placed on critical thinking, problem-solving, innovation, and creativity, rather than rote learning. I would also aim to integrate advanced technology into the teaching-learning process, making education more interactive and engaging.

Building a Nurturing Environment

I firmly believe that a school should be a safe and nurturing space for students. As the principal, I would foster an environment that encourages students to express their thoughts and ideas without fear of judgment. I would implement policies to prevent bullying and discrimination, ensuring that every student feels respected and valued. I would also establish a strong support system to address students’ mental health concerns.

Encouraging Extracurricular Activities

Recognizing that education is not just about academics, I would promote a balance between studies and extracurricular activities. Sports, arts, and cultural activities play a crucial role in shaping a student’s personality and developing their skills. I would ensure that all students have equal opportunities to participate in these activities, fostering their overall development.

Strengthening Community Engagement

A school is an integral part of the community. As the principal, I would strive to strengthen the ties between the school and the community. I would encourage partnerships with local businesses, nonprofits, and other organizations to provide students with real-world learning experiences. I would also promote community service, instilling in students a sense of social responsibility.

Teachers are the backbone of any educational institution. I would work towards creating a supportive environment for teachers, providing them with opportunities for professional development. I would encourage a culture of collaboration and innovation among teachers, promoting the sharing of best practices and new ideas.

In conclusion, if I were the principal of my school, I would strive to create an institution that nurtures the holistic development of students. I would focus on academic excellence, a safe and nurturing environment, extracurricular activities, community engagement, and teacher empowerment. I believe that such an approach would not only enhance the educational experience of students but also prepare them for future challenges.

That’s it! I hope the essay helped you.

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• Essay on School Life
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• Essay on School Trip

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If I Were Principal of My School Essay

The fate of a school chiefly depends upon its principal He is responsible for the academic, moral, physical and cultural development of students. If I become the principal of my school, I would make every effort to make it an ideal institution.

I would bring about many changes in the system of running the school. Most rules and regulations have become outdated and need changes. The school starts in the morning with an assembly.

Much time is wasted there. I would stop all those long lectures on discipline and hard work. I would encourage the students to share their thoughts and experiences with their schoolmates and the teachers to guide the students.

I would tell the students short stories with a moral in them so that they could learn good values. As the session begins, I would see to it that all the difficult subjects are not taught one after the other. Science should be followed by English and not by mathematics.

I would encourage sports and extracurricular activities like drama, plays, painting music, creative writing, clay modeling, photography, horse riding, swimming, dancing, singing, etc. That would encourage the students to visit the school regularly and enjoy their long hours of stay.

I would request the teachers to befriend the students and eradicate any fear that the students may have in their minds with regard to them. That would improve the working and learning atmosphere in the school.

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The Ethicist

Is it wrong for public school principals to send their kids to private school.

The magazine’s Ethicist columnist on double standards — and possible hypocrisy — among educators.

By Kwame Anthony Appiah

One of our friends is a principal at a charter high school for underprivileged kids. My youngest son goes to public school with a wonderful principal. Between the two principals, they have five children. All five of these children go to private high school. I have never asked the principals to explain their reasoning, but it seems hypocritical. It’s fine for them to work there, but not fine enough to send their children there? — Name Withheld

From the Ethicist:

I can see why their choices raise awkward questions. But don’t assume it’s a vote of no confidence in public education. There can be all sorts of reasons that they think the specific schools their kids are attending are a better fit for them, and you’re not acquainted with the particular circumstances, priorities and needs within each family. (For one thing, people might very well not want their kids to hear them being bad-mouthed by their classmates.) If you’re curious, though, why not ask? As school leaders, they won’t be surprised to be questioned about their choices. There’s a broader conversation to be had, of course, about the resource gap between public and private schools. But people who help run public schools don’t lose their rights as parents to make the decisions they believe are best for their children.

Readers Respond

The previous question was from a woman who disagreed with her husband about whether to divulge important information about her unborn child’s conception. She wrote: “My husband and I are thrilled to be welcoming our first child this spring, after an arduous I.V.F. journey lasting nearly two years. We ended up needing an anonymous egg donor, whom we found through an egg bank, to conceive our child. Select family members and close friends who knew that we were trying are aware that we took this route. However, my husband told me that he doesn’t want anyone else knowing that we used donor eggs, and that he is upset that some people already know. He is afraid that in a few years, someone will let slip to the child that they were conceived with donor eggs before we as parents have a chance to tell them ourselves. He believes we’re violating our unborn child’s right to privacy by sharing this fact with others. …What could possibly bring him around? Or how could I make peace with his position? And have I really deprived our unborn child of a right to privacy by telling a few people about how the child was conceived?”

In his response, the Ethicist noted: “When your husband talks about the child’s privacy, he’s suggesting that the child deserves the right to decide (at some unspecified age) who does and who does not know how this conception occurred. Yet we don’t usually think that the basic circumstances of our conception are something to keep secret. In the typical case, people understand children to be the product of sex between their parents. Is that a violation of privacy? It’s true that people who are the result of an anonymous egg donation can keep this fact quiet. The question is what interest it serves. … A two-decade study by researchers at the University of Cambridge found that in assisted-reproduction families, both kids and parents did better when the facts were disclosed early. Many fertility clinics have therapists who can help couples work through such issues.” (Reread the full question and answer here .)

I am a mother thanks to an egg donor. I applaud The Ethicist for an excellent response, as well as the letter writer for planning on being open. My children, ages nine and five, have known how they were conceived their entire lives. Anyone who’s important to us knows this story, too. It’s not the first thing we share with people, and most people don’t remember right away because it’s not something that defines our family. I’d encourage the parents-to-be to begin practicing telling their child about egg donation now, while they’re still pregnant. That gives them time to work out what to say and how to say it. By the time their child is old enough to understand, talking about it will feel a lot more comfortable. P.S. My redheaded children are definitely teased more for their hair color than the circumstances of their conception. — Lauren

I disagree with the position taken in the response. The “owner” of the information is the future human, and his or her privilege should be respected. Hopefully, the other well-meaning friends and family members will join in protecting the privacy of this child. Although I empathize with a mother who had a painful struggle to achieve her pregnancy, her past suffering and need for support does not justify violating the child’s prerogative. — Marta

My child’s father and I used an anonymous egg donor, and felt no shame or need for secrecy. Our daughter knows how wanted she was and has suffered no ill effects. It just hasn’t been an issue. It almost seems like this expectant father is ashamed that they used an egg donor. I suggest he consider himself fortunate that the technology has advanced to open this door to parenthood (and that he and his wife had the funds to pay for this process, because infertility is an extremely expensive condition to treat). Muzzling his wife is unnecessary and even cruel, in my opinion. — Nancy

Can’t the letter writer just let family and friends know that they worked with a fertility clinic to conceive without going into all the details? There are a variety of ways that doctors can help couples to conceive, and it doesn’t seem necessary to go into details about the donated egg. — Paul

I have been an I.V.F. doctor for over 40 years, and it is clear to me that there is no single best approach to donor egg or donor sperm secrecy issues that works for everyone (although, overall, secrecy is not a good idea). However, there is one best approach for each individual couple. No I.V.F. program offering donor services should be without a psychologist or counselor who reviews all of these disclosure questions with a couple before conception. That way, they can either come to an agreement about how to proceed or perhaps decide not to proceed. Pregnancy should be a time of great joy; it is heartbreaking to have a situation like this. — Donald

Kwame Anthony Appiah is The New York Times Magazine’s Ethicist columnist and teaches philosophy at N.Y.U. His books include “Cosmopolitanism,” “The Honor Code” and “The Lies That Bind: Rethinking Identity.” To submit a query: Send an email to [email protected]. More about Kwame Anthony Appiah

6 Ways Schools Are Managing Students’ Cellphone Use

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A flurry of school districts across the country are tightening cellphone restrictions, because they believe students’ misuse of the devices has negatively affected their behavior and ability to learn.

In 2015, 66 percent of schools in the United States prohibited non-academic use of cellphones during school hours, according to the National Center for Education Statistics . By 2020, that percentage had jumped to 77 percent.

Many educators blame students’ cellphone use for being the top distraction in schools and classrooms . The constant use of the devices has also been linked to students’ worsening mental health .

The issue has caught the attention of federal and state policymakers, too. Some states—such as California, Florida, Indiana, and Tennessee—have passed laws allowing schools to restrict cellphone use. A handful of other states are considering passing similar laws. Congressional lawmakers have also introduced legislation that would require a federal study on the effects of cellphone use on students’ mental health and academic performance.

Liz Kolb, a clinical professor of education technologies and teacher education at the University of Michigan, said it’s unlikely that all 50 states will pass laws restricting students’ cellphone use, “but we’re seeing a lot more [movement] at the individual school level, where they’re trying to figure out policies that make sense [for their communities].”

At the district level, these restrictions vary widely. Some districts restrict student cellphone use anywhere and any time during the school day. Some allow use of the devices during lunch and in the hallways. And others haven’t placed any restrictions at all, often because of parent and student pushback.

Even in districts where there’s a ban, “there’s a lot of nuance” in how schools are addressing it, Kolb said. “In order for a full school ban to be effective, you really have to have strong leadership supporting the staff in enforcing it.”

Some of those nuances include exceptions for students who have a documented need to have their digital devices for health reasons, such as checking blood glucose levels if a student has diabetes. Teachers also have the flexibility to allow students to use their cellphones in class if they are needed for instructional purposes.

Here are six different policy approaches districts are putting in place to address concerns about student cellphone use:

1. Cellphones are restricted for all students, regardless of grade level

In Florida’s Orange County district , all students are prohibited from using their cellphones and other wireless communication devices, such as smartwatches, during school hours—meaning from the first bell to the dismissal bell, these devices must be silenced and put away in their bags. If a student is caught using a phone during the school day, the device will be confiscated and returned to the student at the end of the day. Depending on the circumstances of the violation, a student could also get detention or be suspended.

Flint schools in Michigan also prohibit all students, regardless of grade level, from using cellphones or other personal electronic devices. If a student is caught using a phone, it will be confiscated and returned to the student’s parent or caretaker.

Some districts provide technological solutions, such as pouches, to lock and store students’ phones during the school day. In other districts, educators have found creative ways to separate students from their phones, such as using over-the-door shoe holders where students place their phones during class.

2. Cellphones restricted only for elementary students, more flexible for middle and high school students

While restrictions on the use of cellphones and other two-way communication devices exist for all students in the Wauwatosa district in Wisconsin , there are more flexible rules for middle and high school students. Cellphones are prohibited all day for elementary students, but middle and high school students can use their phones before and after school, between class periods, during lunch, and in free periods. Teachers and principals have discretion for imposing consequences for misuse.

3. Cellphones are prohibited for elementary and middle school students, but more flexible for high school students

Elementary and middle school students in Virginia’s Rockingham district are prohibited from using personal electronic devices during the school day, while high school students may use their devices during lunch, study hall, advisory periods if permitted by a teacher and principal, and in between classes.

4. Cellphones are restricted only in classrooms, locker rooms, and bathrooms

Other districts, such as Richmond schools in Wisconsin, have restrictions on cellphone use only in certain areas of schools, such as classrooms, locker rooms, and bathrooms—to prevent bullying or sharing of inappropriate images, according to some district policies.

5. Cellphones restricted only in classrooms

Some restrictions are centered around classroom time only and allow students to use their phones outside of the classroom. In the Brush school district in Colorado , for instance, students aren’t allowed to have their phones out during instructional hours but can use them any other time. If a student is caught with a phone when they’re not allowed to have it, parents can either come to school to collect the phone or they can let the school keep the phone until the end of the day.

6. Cellphone restrictions are left up to each school

There are also districts, such as Meriden in Connecticut and Minnetonka in Minnesota, that don’t have districtwide restrictions, but instead have guidelines that schools can choose to follow.

For instance, in Meriden, the guidelines recommend elementary students keep their phones in their bags the whole school day; middle school students keep their phones in their lockers but can use them during lunch; and to let high school students have access to their phones all day but they must be turned off and out of sight during class time.

Other districts, such as Pawtucket in Rhode Island , allow principals or teachers to implement their own school or classroom rules around cellphones, as long as there’s a clear plan for allowing students to use them in case of emergencies.

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Leader of Lawrence College and Career Center leaving to become principal at Eudora High

photo by: Courtesy of Lawrence school district

Bill DeWitt

The principal of the Lawrence College and Career Center is resigning to become principal at an area high school, the Lawrence school district announced in a recent news release.

At the end of June, Bill DeWitt will leave the Lawrence district to take over leadership of Eudora High School.

“I am thankful for my 11 years working in USD 497 and appreciate the many dedicated educators I had the privilege to work with during that time. I am grateful to the many students and families who put their trust in me and our team to care for their educational experience,” he said in the release.

Lawrence Superintendent Anthony Lewis described DeWitt’s work at the College and Career Center as “groundbreaking,” citing his and his staff’s work to help students at risk of dropping out of school to receive an education and go on to college or to pursue a career.

After joining the district in 2013 as an assistant principal and athletic director at Lawrence High School, DeWitt took over the leadership of adult education services and alternative programming as principal in 2018. These include the Adult Learning Center, the Diploma-Completion, Suspension Alternative, and First Stop programs, and the delivery of educational services at the Northeast Regional Juvenile Detention Center.

In 2020, he added director of the Lawrence College and Career Center to his responsibilities and led the district’s opening of the Academy to provide a full-day alternative for students struggling in the traditional high school setting. The Academy earned the National School Boards Association’s Magna Grand Prize last year for innovative solutions to educational challenges.

DeWitt previously served four years as principal of Thomas More Prep-Marion Junior/Senior High in Hays, and as a social studies teacher and coach at Eudora High for seven years and Tonganoxie High School for five years. He earned bachelor’s and master’s degrees at the University of Kansas and a doctorate at the University of Arkansas.

DeWitt replaces Justin Bogart, who is leaving the Eudora position to become principal at Piper High School.

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