This One Decision Is Setting Kids Back Years—Hiring First-Time Principals With a Young Staff Who Needs Guidance
Dr. Gwendolyn Lavert, PhD
-I Train School Leaders and Literacy Teams to Achieve Literacy/Cognitive Proficiency -Book Your Free Consultation Today
?? We keep wondering why schools aren’t improving. Why student performance is stagnant. Why discipline issues are spiraling.
Yet, year after year, districts keep making the same costly mistake:
?? They hire first-time principals who have no real experience as instructional leaders—then place them in schools where young, inexperienced teachers desperately need guidance.
And we expect different results?
?? Here’s the truth: A school will never rise above the strength of its leadership.
So when we put a new principal, without instructional leadership experience, in charge of an inexperienced staff—what do we think is going to happen?
? Students fall further behind. ? Teachers struggle without direction. ? Discipline issues spiral out of control. ? The school becomes another statistic.
This isn’t about blaming first-time principals. It’s about the fact that they are being set up to fail—just like their teachers and students.
And when leadership crumbles, the entire school suffers.
?? What Happens When Schools Prioritize Leadership Titles Over Leadership Skills?
?? First-Time Principals Lack the Experience to Drive Instructional Growth
- Teaching experience alone doesn’t prepare someone to coach struggling teachers, analyze literacy data, or lead school-wide instructional change.
- A principal needs deep knowledge of curriculum, reading instruction, and intervention strategies—not just the ability to run meetings.
?? Young, Inexperienced Teachers Are Left Without the Guidance They Desperately Need
- A school full of first-year teachers needs an instructional leader—not an administrator figuring it out as they go.
- Without a strong principal to mentor them, these teachers either struggle or leave within a few years.
?? Instructional Leadership is More Than Management
- A principal should be the lead learner—modeling best practices, coaching teachers, and ensuring high-impact instruction happens in every classroom.
- Too often, new principals focus on compliance, discipline, and operational tasks while instructional quality suffers.
?? The result? A school with no instructional direction—and students who pay the price.
?? What Schools Must Do to Fix This Crisis
?? If we want real results, we need real leaders. Here’s what must change immediately:
? 1. Stop Appointing First-Time Principals Without Instructional Leadership Training
?? Being a great teacher does not automatically make someone a great instructional leader.
领英推è
- Require every new principal to have formal training in instructional leadership before stepping into the role.
- Create a structured transition program where assistant principals gain real experience in leading instruction—not just handling discipline.
- Ensure new principals have a mentor—someone who has led turnaround work and knows how to coach teachers effectively.
? 2. Pair First-Time Principals With Veteran Instructional Coaches
?????? New principals shouldn’t be figuring it out alone.
- Districts should assign every first-time principal a highly experienced instructional coach—someone who has successfully led schools and can provide real guidance.
- I’ve seen firsthand how critical this is. I once mentored a veteran high school principal who was assigned to an elementary school—a completely different world.
- At the time, I had 10 years of experience as an elementary principal and 14 years as an elementary teacher, Title I teacher, Literacy Reading Lab teacher, and district literacy coach.
- She had no idea where to start. So I flew into Chicago weekly, spending two full days in her school coaching her on everything from data analysis to walkthroughs to teacher conferences.
- This is the level of support every new principal should receive—but most don’t.
- Without real mentorship, new principals struggle. And when leadership struggles, the whole school suffers.
? 3. Invest in Stronger Teacher Leadership Programs
?? If a school has a young staff, it needs experienced mentors at every level.
- Create teacher leader roles that allow highly effective teachers to coach their colleagues.
- Provide targeted PD on reading instruction, classroom management, and data-driven teaching.
? 4. Prioritize Instruction Over Compliance
?? Principals should spend more time in classrooms than in their office.
- A principal’s #1 job should be improving instruction—not just managing paperwork and discipline.
- Districts should hold principals accountable for teacher growth and student outcomes—not just school operations.
?? If a principal isn’t leading instruction, who is?
?? Who Pays the Price for This Leadership Crisis?
?? It’s not the district. It’s not the school board. It’s the students.
?? Every year a child has an ineffective teacher, they fall behind—sometimes permanently. ?? And ineffective teachers don’t improve under weak leadership. ?? A school’s success is directly tied to the strength of its leader.
?? We cannot afford to keep making this mistake.
?? Call to Action: Schools Can’t Keep Ignoring This
?? Have you seen this happen in your district? ?? Are we setting up first-time principals for success—or failure? ?? Tag a principal, teacher, or district leader—this conversation needs to happen NOW.
?? Our schools need real leadership—because kids can’t afford to wait.
?? #DrGwendolynBattleLavert #EducationCrisis #StrongLeadersStrongSchools #InstructionalLeadership #PrincipalPipeline #TeacherSupport #SaveOurSchools #FixTheLeadershipCrisis #CloseTheReadingGap #EducationLeadership #Superintendents #SchoolPrincipals #AssistantPrincipals #NewPrincipals #EducationReform #K12Education
Owner of Lighthouse Literacy Solutions, LLC, Special Education Teacher & Advocate, CERI Certified Structured Literacy Teacher, Writing Specialist - Fairleigh Dickinson University Regional Center for Learning Disabilities
3 周I disagree on this one, because "first time principal" should not be equated with the inability to be an instructional leader. I've been a teacher for 24 years. I have more instructional knowledge and experience than most of the educational leaders I know. Sadly, when you get your principal certification and start applying for admin. positions they always want experience. In smaller suburban school districts there typically are no APs, so you could indeed be a principal as your first admin. position.
K-12 Administrator @ Best Point | EdD, Leadership
1 个月I agree and believe that this applies to any role when you're a novice. We have to intentionally set people up for success through coaching.
I did not realize how widespread this was until your post. We can do better for everyone!
I help Businesses Achieve Sustainable Growth | Consulting, Exec. Development & Coaching | 45+ Years | CEO @ S4E | Building M.E., AP & Sth Asia | Best-selling Author, Speaker & Awarded Leader
1 个月This is an important point about the need for experienced leadership in schools. Thank you for shedding light on the importance of mentorship and training for principals.
Director - FMGCN
1 个月I agree with your concept from educational perspective, but in the real sense that is why we need God in our lives, because Joseph in the bible was a prime minister in Egypt by the help of God. Everyone need to work with the fear of God with combination of knowledge for excellence.