Theme: The Principal and the Challenge of Transformative Leadership in Schools

The Role of Principals in School Improvement Fe A. Hidalgo Ph. D.

In many ways the school principal is the most important and influential individual in any school. It is his/her leadership that sets the tone of the school, the climate for learning, the level of professionalism and morale of teachers and the degree of concern for what students may or may not become. If a school is vibrant, innovative, child-centered place, if it has a reputation for excellence, if students are performing to the best of their ability, one can always point to the principal as the key to success (Weldy: 1979) The foregoing statement sums up the importance of the principals role and leadership in the school. There is no successful school without the successful leadership of a principal behind the school. Six Stories to Tell: Agenda of Hope in Educational Leadership Before I address the topic given to me today, I can not help but begin on a note of appreciation, inspiration and of a bright hope considering the highly diverse circumstances and situations where more than forty three thousand school principals across the country operate. They make a big difference in the schools where they are assigned.

_____________________ *Delivered at the 31st Anniversary Conference of The Center for Educational Measurement, Inc. on September 8, 2009 at the Renaissance Makati City Hotel, Makati City

I have listened to all our finalists and indeed their stories are stories to tell, I have chosen six of these to share with you. Principal A Nestled in a most affluent and beautiful school environment are classrooms fully furnished, with all the instructional materials needed and the technological facilities needed to facilitate teaching and enhance learning: Teachers in this school are reasonably paid compared to their counterparts in public schools. The starting enrollment in this school was a phenomenal enrollment of 2,500. Principal A has to benchmark with the best school in a highly competitive environment, to go beyond the basics. She has to build a culture of excellence and to deal, with the challenges of the present day demands particularly in a society changing into knowledge and information society and needing higher levels of productivity. She has to do that also to sustain the initial enrollment. One is not surprised that Principal A can readily lecture on understanding by design, on rubrics and portfolios for evaluating learning outcomes, on multiple intelligences, on meta-cognition through social-emotional learning, on the use of the constructivist approach in the teaching-learning transactions, etc. What about dealing with instructional leadership, school management, school-community relations and dealing with parents and closely monitoring their childrens development? Not easy indeed for Principal A, but she says she can lecture on the present trends in education and can discuss most of the new approaches in pedagogy. I could see that. Excellence has to be a habit for her. She enjoys her role and even helps teachers outside her own school without neglecting her commitment to her own school. Principal B Principal B has a completely different story, being a principal in a very remote rural and conflict-ridden area. She has to befriend the unfriendly and unkind, make sure that the children are safe

and able to attend school and have had their breakfast. She has to make sure that teachers are safe as they come and go every day, has to make arrangements different from what is expected of her by her superiors in the bureaucracy. This compassionate steward has to be up before everyone else. Schedules are disrupted from time to time because of conflicts. She has to contend with problems like - what if children are caught in the crossfire between the renegades and the protectors of the community? Principal B has to take courage breaking bureaucratic practices sometimes because it is the only possible and practicable thing to do to do things differently under the circumstances. Long before the non-obsolete policy on a one year transition year after. Grade VI, she had introduced the transition year to so those left behind can catch up. To this day, the school is intact even as enrollment and cohort survivals are volatile but the people recognize the importance of education because the school has indeed made a difference through its relevant indigenous curriculum, continuing teacher training, her programs on drop-outs, etc. She still wears a beautiful smile as she relates these experiences because she feels she needs to make a difference in her school. Principal C Principal C owns a school and appropriately so, because, there are not enough schools for all the children in the area. Like any school owner, business has to be uppermost in the mind of the owner to be able to provide better quality education. As time passed and as the school became more settled and established, the principal and owner of the school began to develop a truly missionary zeal, a passionate and compassionate stewardship what with the children who could hardly meet the hidden cost of education. She convinced her son to become the President of the school even if he had a successful job outside and he became her boss so that at her level, she could become the instructional supervisor, the Chief Executive Officer (CEO), the

transformational principal meeting the requirements of accreditation. Transforming the school was her dream for the learner and she got the accreditation she wanted for her school. Today, she provides support for those in need in the community particularly those in the tertiary level and support the needy into schooling. She has a program called Study Now, Pay Later to encourage students to continue their education. Did I hear the school is now a non-profit school? She vows to sustain the school with a difference. Principal D Principal D came into a school better known for its original application of its true philosophy, vision and mission of giving the poor the best education The Maria Montessori School. The principal truly models the lifelong learner so that he can continue to contribute to the real philosophy of the school. He has developed in each teacher a true transformational mindset in the academe creative, innovative and a catalyst of change. Principal E Principal E came into a school that hardly survived with its enrollment. He waved the magic wand in the school, attracting students from neighboring schools and enjoying the interesting activities in the school. The Sunday High School or Distance Secondary Education Program under a truly transformational leadership made the difference in the lives of the students. The other academic programs initiated by the principal sustained the interest of the students and attracted other students to enroll in the school.

Principal F A true mentor to the needy, Principal F made sure that every child who ought to be in school is in school. For the purpose, she journeyed with the community to help the emotionally poor. She empowered the community to provide the needed student services in school. Likened to Moses it was a journey with the community for the children in school. Her own helplessness challenged her strength. Programs were created to help teachers needing help; and services for the students. It was an entire community collaborative activity triggered by a very engaging and empowered principal Their Leadership Styles Made A Difference Principal A She keeps building a culture of excellence in a highly competitive environment and goes beyond her school to help other teachers in other schools A transactional heroic leadership and a passion towards providing access to education and compassion for the faculty and children. Taking the challenging first step in surmounting the stumbling blocks to excellence and sustainability. A catalyst for transformational, collaborative and creative teachers towards a vision and a mission for the needy learners. A visionary leadership towards equal access to quality education. A Servant Leader who journeyed with the community in a serving capacity for teachers and students. Her weakness was a challenge to her strength.

Principal B

Principal C Principal D Principal E Principal F

They all journeyed towards excellence in different routes. While they all live under one sky, they each chart their own horizon and leadership made all the difference. Their leadership styles were dictated by the situation and the circumstances of the school. Thus we saw the principals exercising transformational, transactional, shared leadership, collaborative leadership, instructional leadership, visionary and servant leadership. We certainly witnessed an agenda of hope through the engaging educational leadership of the 6 stories of the finalists in their bid for leadership excellence award. Six stories and agenda of hope indeed! They all demonstrated leadership styles that in fact inspire all of us. Their ingenuity in coping with their respective circumstances deserves recognition. Thanks to the Center for Educational Measurement (CEM) for this gesture. It is deeply and greatly appreciated indeed. Their creative approaches, persistence, pleasant dispositions and compelling presence in their schools are indeed inspiring. The Shift in Locus and Focus of the Leadership Roles of Principals in School Improvement Today, the emerging roles and functions of principals are premised on their roles as 1.) instructional leaders who are empowered, creative, transformational, value-driven and not dependent on prescription and 2.) as managers more like Chief Executive Officers (CEO) managing resources, people and the school curriculum. The provision in R.A. 9155 (The Governance of Basic Education Act 2001) states that at the School level There shall be a school head for all public elementary schools or a cluster thereof. The establishment of integrated schools from existing public elementary and public high schools shall be encouraged.

The school head, who may be assisted by an assistant school head, the law states, shall be both an instructional leader and administrative manager. The school head shall form a team with the school teachers/learning facilitators for delivery of quality educational programs, projects and services. A core of nonteaching staff shall handle the schools administrative, fiscal and auxiliary services. The following are the specific provisions of the above stated law related to the functions of the principal. Consistent with the national educational policies, plans and standards, the school heads shall have authority, accountability and responsibility for the following: 1. Setting the mission, vision, goals and objectives of the school; 2. Creating an environment within the school that is conducive to teaching and learning; 3. Implementing the school curriculum and being accountable for higher learning outcomes; 4. Developing the school education program and school improvement plan; 5. Offering educational programs, projects and services which provide equitable opportunity for all learners in the community; 6. Introducing new and innovative modes of instruction to achieve higher learning outcomes; 7. Administering and managing all personnel, physical and fiscal resources of the school; 8. Recommending the staffing complement of the school based on its needs; 9. Encouraging staff development; 10. Establishing school and community network and encouraging the active participation of teachers organizations, non-academic personnel of public schools, and parents-teachers-community associations;

11. Accepting donations, gifts bequests and grants for the purpose of upgrading teachers/learning facilitators competencies, improving and expanding school facilities and providing instructional materials and equipment. Such donations or grants must be reported to the appropriate district supervisors and division superintendents; and 12. Performing such other functions as may be assigned by proper authorities. R.A. 9155 (Governance of Basic Education Act 2001) The principals role as instructional leader refers to what the principal does to make sure that student learning is improved through effective teaching. It also means that learning goals are clearly articulated, understood and that everyone in the school is accountable for the achievement of the goals. The principal also leads curricular and instructional processes and as a manager and mentor empowering students and teachers in learning and teaching. Building learning communities can contribute to effective learning where collaborative learning is a function of active responsibility for learning on the part of the students. As an instructional leader, the principal is seen as an empowered, creative, transformational, value driven and not dependent on prescriptions. On the other hand as a Chief Executive Officer the principal is responsible for the smooth and efficient running of the schools finances, personnel, the delivery of quality education, integrating and aligning the curriculum; ensuring curriculum quality and applicability; implementing the curriculum efficiently and regularly evaluating, enriching and updating the curriculum. I agree with Marsh (1992) when he stated the expectations of different stakeholders from the principal such as the parents and community members who expect integrity from the principal, who communicates with them and who expect openness to their initiatives; teachers who expect the principal to be an instructional

leader, mentoring them when needed; students who expect a kind arbiter and fair in giving penalties; government and local officials who expect effective delivery of quality education and monitoring of school policies and report cards at the end of the school year or anytime needed. What is the Profile of the principal who can address the Foregoing Functions? The Competency Profile of the Principal To perform all the foregoing functions towards school improvement, what is the competency profile of the principal we want who is able to perform the foregoing very demanding functions? I am aware of an initial development of a Competency Framework for Southeast Asian School Heads developed by the LEARNTECH MULTI-MODAL Learning Action Research Project LEARCNTECH Excels through INNOTECH. Some of such competencies are planning school-based programs and projects; leading curricular and instructional processes; developing human resources; managing financial and fiscal resources; monitoring and evaluating school performance; developing school and community relation. Managing information, managing change, etc.. The Tasmanian Department of Education in Association with the Tasmanian Principals Institute lists the following Units of Competence: Educational Leadership, Planning and Accountability, Interpersonal Relations, Cultural and Ethical Leadership, Political Leadership, Personal Effectiveness Research on the Effects of Leadership on Student Achievement The Mid-continent Research for Education and Learning (McRel: 2003) states that Effective leaders influence individuals and organizations. At the individual level, leaders support

learning that leads to individual and organizational goals. At the organizational level, leaders develop a shared vision and broad goals. Leaders accept responsibility for achieving results and create the necessary environments that contribute to individual and organizational success. McRel states further that there is a growing body of research that indicates that some identified leadership responsibilities are significantly associated with student achievement. Some of these are knowledge of curriculum, instruction and assessment, intellectual stimulation, being a change agent or catalyzer of change; they continuously monitor and evaluate, they are flexible, and they inspire and lead new and challenging innovations. It does not follow however, that strong leaders will always have a positive effect on achievement. Two major factors according to the study are general leadership and change leadership. The McRel study (2003) mentions that distributed leadership is important because it creates conditions for maximizing the collective strengths of all individuals within a coherent, adaptive and sustainable organization as they strive to adapt, learn and grow. It is noted that the story of one of our principals mentioned earlier mentions how the principal encouraged teachers to work collaboratively towards achieving their vision. The Victorian Educational Leadership Consortium (2003) reports on the following research-based conclusions about successful school leadership Leadership has significant effects on student learning, second only to the effects of the quality of curriculum and teachers instruction A core-set of leadership practices for the Basics of successful leadership and are valuable in almost all educational contexts

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o Setting directions o Developing people o Developing the organization Leadership practices help schools succeed when they empower others to make decisions, when they plan strategically, when they provide instructional guidance. Evidence suggests that successful leaders of schools in highly diverse contexts focus their efforts on: o Creating strong communities in school; o Nurture the development of families educational cultures (Leithwood and Riehl: 2003)

School Governance and the Principal The governance of the school is basically in the hands of the principal and this is defined as the --- process of making decisions, process by which decisions are implemented (or not implemented). Decisions are in the context of local governments (ESCAP- UNESCO: 2006). The attributes of governance mentioned are the following: accountability, transparency, responsiveness, consensus-oriented, participatory, follows the rule of law, equitable and inclusive, effective and efficient. I would like to endorse exploring these for the purpose of the principals accountability to his/her own publics. Finally as principals or leaders of your school you promote the success of students by 1.) facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community; 2.) promoting the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student earning and professional growth; 3.)

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ensuring that management of the organization, operations, efficient and effective learning environment will lead to the success of every student; 4.) collaborating with parents, faculties, community members, responding to diverse community interests and needs and mobilizing community resources; 5.) promoting the success of all students by acting with integrity, fairness and in an ethical manners and 6.) promoting the success of all students understanding, responding to and influencing the larger political, social, economic and cultural context. (Source to be supplied) I am aware that at the pre-service area, there has been little to prepare principals for the emerging very demanding roles and functions of te principaks and as Fullan (2003_ aptly says To expect leadership in the absence of capacity is to squander an opportunity and resources. We need therefore to continue to learn on the job and be self-renewing principals.

Let me end with this quotation from Alfred North Whitehead: The Art and Science of Leadership The art of progress is to preserve order amid change and preserve change amid order -Alfred North Whitehead

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References: Republic Act 9155 The Governance of Basic Education, Act 2001 HB 2430@2004 Howker-Brown Education Leadership Styles Mid-continent Research for Education (McRelwww.mcrel.org) (2003) Waters, Marzano and McNulty (2003) Balanced Leadership Fullan, M. (2003) The Moral Imperative of School Leadership. California, Corwin Press Inc. Sage Publications Co. The Tasmanian Department of Education in Association with The Tasmanian Principals Institute

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