Principals Opinions of an Effective
Preparation Program


The Missouri Professors of Educational
Administration (MPEA) identified principals
who had guided their schools to improved
student achievement and/or maintained high
levels of achievement.
A wide variety of principals were identified
ranging from: high school, middle school,
elementary school urban, and rural


Principals selection was based on a variety of
items. Minimum years experience in their current
school, increase in student performance on the
state’s achievement test, and/or maintaining a
high level of student performance on the state’s
achievement test.
Selections were also based on the size and grade
configuration of the school, location, rural,
suburban or urban. Gender and ethnicity were
also considered in the selection of successful
principals.


It is imperative we know and understand each
principals view on the following: vision,
culture/climate, management, public
relations, ethics, and political/social issues in
their school.
Principals were also asked what aspects of
their preparation program were of greatest
benefit in these areas.


The research conducted is designed to impact
the areas of curriculum and instruction in
educational administration preparation
programs.
Our study would like to compare previous
schools and principals surveyed to determine
any changes in school climate, culture and
accreditation.


In what way do you believe you lead your
school in the development of a common
vision?
The development of a common vision is a
vital part of achieving school success. Many
of our surveyed schools mentioned working
with professional learning communities while
establishing effective communication
between the staff and community to ensure
student


What activities do you engage your staff in
regarding the development of a vision?
Using data and professional development
communities; while implementing required
readings for our teachers to be successful
were all popular responses to the question.


What classes or activities in your preparation
program prepared you to develop a vision of
learning for your school?
The answers to this question varied greatly.
Responses to the questions were: School
Administration, Foundations of Administration,
School Supervision while others mentioned most
of the preparation came from on the job training.
While reviewing the question and the responses
to the question, it is no surprise that the answers
were so diverse. Each individual learner will value
certain courses over others. It is important that
higher education institutions continue to provide
broad, yet in-depth courses.


In what way do you believe you lead your school
to create a positive school culture?
Having high expectations for each individual in
the school; this includes students, staff and other
administrators was a popular reply to this
question. Also modeling expected behavior and
demonstrating characteristics to the students
and staff that resemble good nature and
demonstrate moral fiber. Listening to each
person’s needs and reminding all involved we are
here for the kids was also mentioned.


What activities do you engage your staff in to
create a positive school culture?
Administrators are able to build quality
relationships with each other through a variety of
ways. Christmas parties, celebrating birthdays,
congratulations cards, fun Fridays, and
respecting differences were several responses.
All are great ways to establish and maintain
positive school culture. Having a variety of
actives for each to participate in will make it
likely for everyone to be included.


What classes or activities in your preparation
program prepared you to create and sustain a
positive school culture?
Many individuals surveyed answered this
question by mentioning all leadership courses
taken, while not failing to mention the
importance of supervision classes. With this said,
it must be mentioned that a few administrators
surveyed felt no classes truly prepared them to
create and sustain a positive school culture.
These administrators believe it is something that
can only be learned through on the job training.


In what way do you believe you lead your school to
promote a safe learning environment?
A variety of methods are used to promote a safe
learning environment. Tactics ranging from: intruder
drills, safety awareness preparation, bully behavior
training and bringing in professional teams to
evaluate, assess and educate the entire school. All
ways are exceptional and should be considered
beneficial to the staff and students involved in the
school. Being an active administrator with the ability
to look ahead and prevent problems before they
occur will greatly reduce an unsafe learning
environment.


What activities do you engage your staff in to
develop a safe learning environment?
Administrators are developing safe learning
environments through effective
communication. This communication is
developed and delivered through professional
development, which includes, maintaining
bully policies, sexual harassment policies and
encompassing broad safety training for
teachers and bus drivers.


What classes or activities in your preparation
program prepared you to develop a safe learning
environment?
The response to this answer varied greatly.
Again, it is up to the administrator and former
student to determine what they value to be
important. Responses include: school law,
curriculum, administration and supervision
courses. Certain administrators felt none of the
courses offered were excessively beneficial in
developing a safe environment, they believed it
was something learned on the job.


In what way do you believe you lead your school
to collaborate with other and respond to diverse
community needs?
Establishing common plan periods for core
departments, along with professional learning
communities and tackling difficult conversations
were popular ways to respond to diversity. Some
administrators’ survived mentioned diversity as a
non-issue in their building, this response is
difficult to grasp. Diversity is everywhere and a
common theme among all. It must be noted
diversity is more than skin color or religious
beliefs.


What activities do you engage your staff in to
collaborate with others and respond to diverse
community needs?
The responses to this question were very similar
to the previous question. Most current
administrators felt they use the art of
communication to meet diverse community
needs. Having open houses and involving the
teachers in many extracurricular activities were
other ways to enable more interaction between
the community members and the teachers.


What classes or activities in your preparation program
prepared you to collaborate with others and respond
to diverse community needs?
Some administrators surveyed felt this was
encompassed in all courses. Others believed courses
such as: school supervision, curriculum, issues, and
school administration were beneficial and helped
them develop the skills needed to handle diversity.
This answer will vary greatly depending on the
administrator’s school and the members of the
community. Courses developed to meet the diverse
needs of an urban community might be irrelevant to
an administrator of a small rural school.


In what way do you believe you lead your
school in an ethical manner?
An overwhelming response to this question
was, lead by example. Show them that you
care and model expected behavior. This
includes being open, honest and
understanding.


What activities do you engage your staff in to
ensure ethical behavior?
Doing what is best for the kids at all times. Also
through teacher in-services, constructive
conversations and encouraging our staff to
always be professional. All of these are great
ways to keep a staff ethical. Administrator can
encourage this behavior but they must know to
look for signs of an ethical person from the start.
They can do this in the interview process by
asking challenging questions.


What classes or activities in your preparation
program prepared you to be an ethical leader?
An administrator responded to this questing by
answering, no courses will prepare you to be an
ethical leader, you are either ethical or not. This
response is very interesting and seems to hold a
great deal of truth. Preparing teachers to be
ethical is great in theory; but does it really work?
Other response include: school law, issues in
education, and having positive support from
professors.


In what way do you believe you respond to
political, social, economic, legal and cultural
influences?
Staying up to date with current issues, being
actively involved in organizations, facing
issues head-on and staying positive were all
answers to the previous question.


What activities do you engage you staff in
regarding the political, social, economic, legal
and cultural influences?
Schools do many things in response to this
question. Answers included but are limited
to: Ruby Payne poverty study, diversity
workshops and counselor led discussions
dealing with keeping an open mind while
recognizing diversity.


What classes or activities in your preparation
program prepared you to respond to political,
social, economic, legal and cultural influences?
School law was the most popular response to this
question. It is a great course that focuses on
many of today’s controversial issues. It is
important that we continue to provide this
course, while keeping it relevant and resourceful
to provide future administrators a quality
education.


Describe the school when you first became the
principal.
This question came with a variety of responses.
Schools are different from place to place and the
students and staff are all diverse individuals.
Several administrators said the school prior to
them coming was productive, with high student
involvement and high student success. Other
administrators were not as positive about the
school prior to their arrival. These administrators
mentioned the school was unorganized, had a
low moral rate and no system for accountability
was in place.


What changes have you implemented to
create positive school achievement?
Administrators have different ways to execute
a plan of achievement. In this case, many
administrators increased collaboration time
to develop a “we” mentality, added
technology and reorganized class schedules,
many administrators also used Professional
Learning Communities to help their school
achieve.


Name the top five most important things you
do as a school principal?
Leadership, communication, safety, student
achievement, building relationships with
staff, students and parents.


What are the greatest obstacles you face as a
school leader?
Time management and state mandates were
the two biggest obstacles for current school
leaders.