Alliance for Catholic Education
One of the highlights of my time as an elementary school principal was the opportunity to visit other Catholic elementary schools, most often during accreditation visits. These experiences were always special moments when a school courageously opens its heart and soul to a small team of visitors. I truly looked forward to seeing the wonderful things principals were doing in their schools. As a fellow principal, I eagerly gathered and brought back any ideas or best practices that could strengthen and improve my own school.
According to the Wallace Foundation, it typically takes three years before a new principal’s leadership translates into measurable school improvement. A well-run school is truly a beautiful thing to behold. The principal at such a school demonstrates a deep understanding of the essential pillars of a successful Catholic school: Catholic identity, academic excellence, operational vitality, and effective governance and leadership. Moreover, they can clearly articulate a compelling vision for the future, paired with an intuitive understanding of what needs to happen, when it should happen, and who is responsible for making it happen. In simple terms, they possess a well-defined and actionable plan for success.
Looking back now on my time as a principal, and most recently having worked closely with new principals, I am reminded of the complexity of this vital role and the importance of training and preparing leaders for this ministry in the Church. New principals are so busy “putting out fires” that they struggle to find time to think about long-term school improvement and the future. Instead, they must establish priorities, gather accurate information, and intentionally set aside time to develop and implement a school improvement plan.
School improvement does not occur overnight, and the ambitious new principal who begins their first year by making numerous program changes may find the community reluctant to accept them. The new principal who enters a school with humility, gathers relevant information, observes, listens, and collaborates well will be far better positioned to engineer meaningful and lasting school improvement through consistent and intentional practice.
Mark Longe
National Faculty and Executive Coach, Mary Ann Remick Leadership Program; Superintendent of Utah Catholic Schools (Retired)