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What Makes a Good
Middle Grades Principal?

What makes a great Middle School principal? When list member John Novick posed that question to teachers and administrators, he got some thoughtful responses-- some suitable for framing!

Quick question, if you get a spare moment, for both teachers and administrators: What would you see are the most important characteristics of an effective Middle School principal?

-- John


Responses ranged from itemized lists to self-reflections. Either way, MiddleWeb readers came away with plenty to think about.

All of the characteristics below meld together to create and reinforce a sense of community, energy, and positive forward motion:

* an understanding and appreciation of school culture
* a clear and inspiring vision of where school is headed
* a love of kids and a concurrent ability to relate to them
* a love of teaching and a concurrent ability to relate to teachers
* an ability to listen effectively
* an ability to make and implement effective decisions
* a recognition that neither the principal nor anyone else is perfect, and that's ok
* a very thick skin (unfortunately!)
* an ability to advance financial stability of school

First and foremost, a true LOVE for KIDS and the ability to show them you love them by being around them a lot.

An understanding that middle level teachers are "different" because middle level kids are different. Expect them to engage their students in activity, not the junior high "sit and gets".

An understanding that all middle level schools must strive for academic excellence by being developmentally responsive to the middle level students' needs, and by looking for ways to be socially equitable through organizational supports.

Tenacity to persevere beyond the "nay Sayers."

Communication skills to work with parents who may have already found battles in the elementary grades with the school systems, to work with parents who may love the school, to open arms to the community for partnerships, and to collaborate with educators from feeder elementary/high schools- after all, we are in the middle!

Vision to keep the school learning community focused on higher student achievement and serving students AT ALL COSTS, even if individual
teacher wishes don't get met.

Cheerleading skills to recognize student and staff achievement.

Technology skills to shorten the workday and be VERY efficient.

A deep understanding of curriculum, pedagogy, and assessment, as well as the ability to communicate expectations around these to staff and to lead the community toward professional development decisions.

An understanding of data and how the assessment of it transfers to complete reflection.

Value their teachers as competent professionals. They avoid paternalism. They listen to their teachers. In their schools, the responsibilities they assign teachers reflect teacher's professional status and their primary mission of facilitating student learning.

Value their teachers as leaders. They avoid "cosmetic empowerment." When they ask teachers for input, they actually use that input to make real changes. Real principals give their teachers business cards. They encourage teachers to explore their own areas of strength as leaders, whether they prefer to be community leaders, school leaders, classroom leaders, or all three. They encourage their teachers to take risks without fear of penalty for failure.

Value themselves as the professional leaders they are. They avoid being "rule-driven." They deal consistently and fairly with students, parents, and teachers. They understand that real principals make mistakes, and they are honest with themselves about their strengths about areas for improvement.

Real principals turn their schools into learning communities. They believe that each individual in the school - staff or student - can achieve great things, and they expect no less.