This is the second in a two-part series on great principals. Please note that the names of people and schools in this article have been changed to maintain focus group confidentiality.
In the first part this commentary I discussed what outstanding principals do to achieve a climate of success at their schools, as described by principals in focus groups Gallup conducted with outstanding principals in six states (see "What Do Great Principals Do Differently? Part I" in Related Items). This segment will focus on the strategies of one particularly successful principal.
A subset of focus group participants were also taken through in-depth interviews by Gallup analysts. Through one of these interviews, the story of Washington Elementary came to light.
A Success Story
The elementary schools in Washington's district are rated annually on the basis of student test scores. As in many districts, the schools with the lowest percentage of free- and reduced-lunch students (in other words, the fewest low-income students) usually have the highest achievement scores. Washington Elementary is the exception to this rule.
While possessing one of the highest percentages of students on free and reduced lunch, Washington ranks in the top two or three out of more than 20 elementary schools each year. The secret of Washington's success is simple: an outstanding principal and staff.
The Setting
Jim Wilson became principal of Washington Elementary seven years ago. Washington was in one of the poorer sections of the city, with a very diverse student population, an established staff, and low student achievement. Although Washington's problems were apparent, Wilson saw the challenge as an opportunity and agreed to become principal.
He found a bigger challenge than he anticipated. The school climate at Washington was geared toward remediation and low achievement. An influx of immigrants meant that learning English was the first step for many students. Remedial classes predominated at every grade level. More students were in the lower reading groups than the higher reading groups. Four counselors and a social worker worked furiously to keep up with referrals.
What Happened
Wilson's approach at Washington mirrors that of other outstanding principals in our focus groups. He changed the school's climate by setting 1) high expectations, 2) focusing on people, and 3) investing in the talents and dedication of those around him.
High ExpectationsExpectations for students and staff members became the first hurdle. Wilson realized that two things needed to happen.
First, he reduced the four counselor positions to one. As Wilson explained, "Having four counselors simply meant that we were identifying more problems." The three counseling positions were converted to additional reading teachers, and reading became the primary focus of every teacher.
The second step was to focus the staff on student learning. It wasn't that teachers didn't care. Quite the contrary -- teachers expended considerable emotional and physical energy in providing coats, boots, and even food and shelter for some students and their families. In Wilson's words, "The counselor, social worker, and I had to concentrate on providing what students needed so that teachers could focus on teaching reading and math."
Focusing on PeopleWilson realized that many teachers would buy into the idea of higher expectations for students, while others wouldn't. For some who voiced outright opposition, Wilson suggested transfers. With others, he began challenging and documenting poor performance, which usually led to the departure of those teachers as well.
Wilson emphasized positives at every turn. He accomplished "quick-hit" projects to demonstrate progress, however small at first. Recognition programs were created for students and staff members. With these initial successes, Wilson built a track record of gradual but steady improvement.
Hiring the right staff members took on new meaning for Wilson. He realized that devoting a greater proportion of time to making sure his staff was loaded with talent and in positions they found rewarding paid off many times over. Selecting staff members became the most important thing he did each year.
Investing in OthersMaking it clear that he alone did not have all the answers, Wilson communicated a common mission to all staff members of promoting student achievement. By asking for ideas and involvement, Wilson encouraged staff leadership in a variety of initiatives.
Schools in Washington's district are free to develop their own budgets. Wilson and his staff took advantage of this and allocated a larger percentage of Washington's budget toward staff development than other district schools did. To truly help the students, Wilson and core staff members believed they needed new ways to approach students, and they needed staff development programs to learn these approaches.
Bottom Line
This brief description of Washington Elementary's success makes the hard work by Wilson and his staff seem simple. It wasn't. Washington's success resulted from a uniquely talented principal and an equally talented teaching staff. Wilson, like other outstanding principals, was able to unify a group of individuals around a common hope of what students and schools can become. He created a special climate of success that sets Washington Elementary apart from other schools -- and Washington's students have been the winners.