The Principals

Role in Successful
Schools:
Creating a Positive School Culture
Shelly Habegger

Positive school culture is the heart of

improvement and growth in any building.

T
he job description of a school principal cannot be adequately described
in a 1,000-word essay, let alone in a short paragraph; todays principal is
constantly multitasking and shifting roles at a moments notice. So, how
does a principal get past the daily survival mode in order to create a success-
ful learning environment?
My quest to answer this question led me to study ing partnerships with parents and the community,
the principals at three high-performing schools of and nurturing a culture where each individual feels
low socioeconomic status. Most urban and rural valued. In doing so, I found out what these princi-
school districts share the traditional limitations pals, and their schools, are doing differently. The
and barriers to student learning: poverty, fewer answer lies within the school cultureprincipals
resources (both material and human), students need to create a positive school culture that pro-
whose primary language in not English, parents motes learning and engagement for students and
who have less than a high school education, and a adults.
disproportionately high number of under-qualified Yes, all the other roles and responsibilities of a
teachers. However, there are schools where stu- school principal are important. But a positive school
dents of lower socioeconomic backgrounds and culture is imperative. It is the deliberate decision
diverse cultures are achieving great academic by the principals I studied to focus their time on
success despite societys obstacles. What are these creating a positive school culture that enables the
schools doing differently? other areas (e.g., designing instruction for student
success) to also achieve noteworthy outcomes.
Impact of School Culture These principals know school culture is the heart of
I explored the different roles of principals at the improvement and growth.
three schools, which included: assuring instruction The principals in these high-achieving schools cre-
aligned to state academic content standards, main- ated a culture that empowered and instilled confi-
taining continuous improvement in the building, dence in teachers as they prepared for achievement
designing instruction for student success, develop- testing, solicited professional dialogue and research,

42 Principal n September/October 2008 www.naesp.org

valued their students and teachers, and two significant types of activities on
sought the help of parents and commu-
Yes, all the other roles which the principals concentrated and
nity members to enhance the schools and responsibilities in which they engaged to help create
effectiveness. positive culture: creating a sense of
A positive school culture is the of a school principal belonging and providing a clear direc-
underlying reason why the other com- tion for all involvedstudents, teachers,
ponents of successful schools were able
are important. But a parents, and community.
to flourish. For example, one princi- positive school culture is
pal seeking ways to increase reading Create a Sense of Belonging
comprehension asked for and valued imperative. For Students. When the principals
teacher suggestions. As a result, sugges- were asked, What were your major
tions were developed into action plans principal created enabled continuous goals for the building? the answer
that were then implemented. Because improvement to occur. was not to generate high test scores,
the principal valued the expertise of The principals focused on creating but to develop positive relationships.
the teachers and allowed the latitude a positive school culture by engaging One principal articulated a desire for
to try new approaches, an unbroken in activities (e.g., making a point to students to develop a relationship with
cycle of continuous improvement was visit each teacher before class started, caring adults in the building. The prin-
observed in the building. The culture greeting students as they entered the cipal hoped these relationships would
was one where the teachers felt their building, and providing common plan- encourage children who did not want
opinions mattered and felt comfortable ning time for teachers) that developed to come to school to be motivated to do
enough to take risks and try new meth- both the students and adults capacity so because of the support and nurtur-
ods. Therefore, the positive culture the for learning and success. I also found ing they received.

Digital Vision/Punchstock Principal n September/October 2008 43

 Developing these relationships is environments with a shared mission,
crucial. Payne (2003) declared that for A positive school vision, and values; collective inquiry;
students from backgrounds of poverty, collaborative teams; action orienta-
their primary motivation for success culture is the underlying tion/experimentation; commitment
would be in their relationships. Karns reason why the to continuous improvement; and
(2005) stated that learning can only results orientation as a professional
take place when teachers have positive other components of learning community. Creating strong
relationships with students and with professional learning communities
one another, helping them to make successful schools were holds several potential advantages for
connections and to make materials able to flourish. schools and districts, such as: increased
tangible to their backgrounds and prior efficacy, both collectively and individu-
knowledge, thus making instruction ally; collective responsibility for student
more responsive to the students. All Each principal provided a common learning; reduction in teacher isola-
three principals made it a high priority planning time for teachers. During this tion; substantial learning about good
to provide opportunities for building time, the teachers and principals viewed teaching; increased content knowl-
positive relationships. They were con- achievement test data, sought assistance edge; higher morale; greater job sat-
stantly looking for ways to establish a for particular students, and discussed isfaction; greater retention rates; and
natural connection and enable this vital curriculum alignment, instructional more enthusiasm.
resource to take root and grow. strategies, how to enhance student For Parents and Community. Each prin-
For Teachers. This sense of belong- achievement, and other job-embedded cipal referred to the parents role (and
ing was also achieved for teachers by issues. The teachers felt the common communitys role) as complementary
the encouragement, professionalism, planning time was vital to their profes- to the school. Each principal strove to
and success that being part of the edu- sional and their students academic learn parental needs and welcomed
cational process gave them. Teachers growth. and solicited parents questions and
expressed the empowerment they felt in DuFour and Eaker (2006) character- concerns. Informally, information was
being part of a team working together. ized such intentional communities as gathered through conversations the

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44 Principal n September/October 2008 www.naesp.org

principals had with parents as they explained that once a shared focus has
dropped off and picked up their chil- been realized, needs assessment data
dren from school and attended various are analyzed to provide a solid basis
school events, and in phone calls home. for informed decision-making about
More formally, the principals conduct- instructional issues. A holistic, strategic, A COMPLETE
ed a needs assessment survey of their clearly outlined approach to improving
schools parents to keep in tune with the school is most effective.
HANDWRITING
what and how to best communicate In the schools explored, the prin- CURRICULUM FOR
with them concerning their childrens cipals and teachers were all familiar PRE-K5TH GRADE
social and academic growth. with the building mission statement.
Each school displayed substantial Each principal acknowledged the mis-
efforts to invite, include, and demon- sion statement as the guiding force
strate need for parents and various when making decisions. At one of the
community members. In fact, one schools, the teachers developed the
school funded two positions to aid in mission statement for their particular
developing relationships with parents building and the principal recited it on
and community members: a parent the public announcement system each
volunteer coordinator and a public morning.
relations promoter. Remember, these In addition to setting yearly goals
schools are of low socioeconomic sta- based on school data, curriculum map-
tus; therefore, money is very limited. ping was another way the principals
However, these schools viewed these and teachers provided instructional
relationships and connections to the coherence and direction. And each
community as a high priority and ben- principal also stated that his or her
efit to their students, and one school building atmosphere encouraged daily
placed what little money it had toward collaboration and dialogue about best
these efforts. practices. Whether it was participating
in book studies, exchanging journal
Provide Clear Direction articles, or conversing in the lunchroom
For Students. The importance of or hallway, the teachers and principals s#OSTSONLYPERSTUDENT
setting goals was emphasized to the constantly provided guidance and assis-
students through practical action. The tance to one another in achieving their s2EDUCESHANDWRITING
students participated in setting goals, professional goals and enhancing their REFERRALSTOOCCUPATIONAL
charting progress, and developing practice. THERAPY
action plans on a daily basis. For exam- For Parents and Community. Each prin-
ple, at one school each classroom devel- cipal made a point of keeping parents s2EQUIRESONLYMINUTES
oped a goal for the year and displayed it well informed of what and how children PERDAY
in the hallway. Progression toward class- were doing in school. Each school had
room goals was monitored and then developed a daily communication log s%ASY TO TEACHAND
posted for all to see, creating awareness with parents (e.g., data folders and EASY TO LEARN
and ownership for the students. Each of homework folders). For example, data
the schools presented goal attainment folders contained goals the students
concepts every day to its students. State were working on and each individual
DIS TI

ARD

standards were posted in each class- students progress record. Parents

AW
NG

SH
UI

room. In most classrooms, the standards viewed the data folder and responded
T

ED EN
A C HIE V E M

were rewritten into I can statements within it every day. The principals and Learning Magazine Association of
Teachers Choice Educational Publishers
(child-friendly phrases) that were easier teachers also used methods such as Distinguished
Award
for the students to become familiar with phone calls, conferences, and compli- Achievement Award
and comprehend. These statements mentary notes to stay in constant con-
were continuously interwoven into daily tact with parents. For more information or
lessons.
to order, click or call today:
For Teachers. A cohesive schoolwide Path to Success
focus is the byproduct of a shared Why are these principals and their www.hwtears.com
vision, mission, and beliefs among schools successful? The principals 301.263.2700
school stakeholders. Kotter (1990) fully understand the importance

www.naesp.org Principal n September/October 2008 45

 N`]fqgmjl]plZggcakfl]fgm_`
of positive school culture and how it can help
student achievement and professional growth
in the school building. Principals and teachers
alike are confident in their working relation-
ships with one another and feel that, together,
they can tackle any challenge set before them.
I encourage you to take a close look at your
school culture and either take action to encour-
age the current situation, if it is a positive one, or
improve it if it is not. It is a vital resource! P

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D8K?J:@<E:<
Shelly Habegger is an educational consultant in
Wadsworth, Ohio. Her e-mail address is shabegger@
9

wadsnet.com.
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References

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Dufour, R., & Eaker, R. (2006). Learning by doing: A
handbook for professional learning communities at work.
Bloomington, IN: Solution Tree.
Karns, M. (2005, May/June). Prosocial learning
:[[ZXi^kZ]VcYh"dc communities. Leadership, 32-36.
iZVX]^c\XVc]Zae Kotter, J. (1990). A force for change: How leadership differs
ndjgiZVX]Zgh from management. New York: Free Press.
YgVbVi^XVaan Payne, R. (2003). A framework for understanding poverty
(3rd ed.). Highlands, TX: aha! Process.
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W eb Resour c es

The Fall 2007 issue of Leadership Compass

examined the impact of school climate. The
articles provide suggestions for improving school
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climate and relieving stress, and discuss workplace
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aggression.
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I]ZnjhZi]Z www.naesp.org
VXi^k^i^Zh^ci]Z^g
XaVhhgddb# The Principal archive includes Managing School
" 9dc7^YlZaa Culture, an article that offers eight guidelines for
HjeZg^ciZcYZci principals planning to transform the culture of their
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schools.
www.naesp.org/principal
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This Education World article, Is Your Schools

Culture Toxic or Positive? helps readers determine
whether their schools culture is toxic and explains
>cdkZg ldg`h]dehZVX]nZVg! what administrators can do to nurture a school
6>BHXdch^hiZciangZXZ^kZh1%%'-gVi^c\h[dg cultures positive aspects.
www.educationworld.com/a_admin/admin/
:dYkkjgge8hhda[Ylagf admin275.shtml
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46 Principal n September/October 2008 www.naesp.org