The Silent Demotion: How Principals Lost Leadership Without Their Permission—And How to Reclaim It

For decades, principals have been the cornerstone of instructional leadership in schools, shaping vision, inspiring teachers, and driving student success. Yet, since the pandemic and the seismic shift in literacy education fueled by the Science of Reading movement, many principals feel their role has diminished to that of school managers. One principal shared, “I used to lead instruction; now I just coordinate walk-throughs and schedules.” This silent demotion is not only undermining the principalship but also the very fabric of our schools.

How did we get here, and more importantly, how can we fix it?

Case Study: A Principal’s Dilemma

Mr. Johnson, a principal with years of experience, feels the demands of his position pulling him in every direction but the one that matters most—leading instruction. His office, and those of his assistant principals, are constantly full of students sent out of class for disciplinary issues.

“When teachers struggle to connect with students or manage behavior, they send the problem to us,” he said. “Instead of forming relationships with students and families, they expect us to handle it. My day is spent resolving conflicts, while the job I was hired to do—focusing on teaching and learning—goes untouched.”

What makes the issue more frustrating is that most of the students can read at grade level. The problem isn’t a lack of literacy skills; it’s a lack of classroom discipline and teacher-student relationships. With his time consumed by behavioral management, Mr. Johnson wonders, How do I get my teachers to take ownership of discipline so I can reclaim my role as an instructional leader?

Teacher Pushback: The Unspoken Challenge

One of the most significant barriers to Mr. Johnson’s success is teacher pushback. When he suggests classroom strategies or discusses the need for stronger teacher-student relationships, some teachers resist, saying:

• “I don’t have time to build relationships when I’m behind on the curriculum.”
• “Discipline isn’t my job; it’s the administrator’s responsibility.”
• “These students just don’t listen.”

This resistance creates a cycle where teachers offload behavior issues onto administration, leaving principals and assistant principals overwhelmed and classrooms under-managed. For Mr. Johnson, breaking this cycle is critical—not just for his ability to lead instruction, but for the health of his entire school culture.

What Principals Need to Know

While the challenges may seem overwhelming, addressing them requires a clear understanding of the problem and intentional strategies to reclaim instructional leadership.

1. Data Is Power—Get Specific

Behavioral issues are often symptoms of larger challenges. Principals need data not only on academics but also on disciplinary trends to make informed decisions.

Key Insight:

• Patterns in discipline data can reveal opportunities for targeted interventions.

Training Insight: Learn to use data effectively to guide teacher conversations and align discipline with instructional goals.

2. Build Teacher Capacity for Discipline

Principals cannot manage behavior alone. Teachers must take ownership of classroom discipline by creating positive environments and addressing minor issues proactively.

Key Insight:

• Teachers equipped with relationship-building and classroom management skills reduce discipline referrals.

Training Insight: Tailored workshops provide teachers with tools and strategies to handle discipline effectively, minimizing disruption.

3. Classroom Presence Is Non-Negotiable

Observing classrooms allows principals to understand how behavior is managed and to support teachers in real time.

Key Insight:

• Proactive coaching builds teacher confidence and reduces pushback.

Training Insight: Learn how to balance classroom observations with other responsibilities and provide impactful feedback.

4. Leverage Collaborative Problem-Solving

Effective discipline is a team effort. Principals, teachers, counselors, and families must work together to support students holistically.

Key Insight:

• Collaboration reduces repeated behavioral issues and fosters stronger relationships with families.

Training Insight: Develop systems that encourage shared responsibility for discipline while freeing up principals to focus on instruction.

5. Reclaim Instructional Leadership

By streamlining discipline processes and building teacher capacity, principals can redirect their energy to instruction.

Key Insight:

• Discipline and instruction are interconnected; improving one strengthens the other.

Training Insight: Implement strategies that help principals delegate non-instructional tasks and focus on academic growth.

What Mr. Johnson Can Do Next

To regain control of his leadership role, Mr. Johnson can take immediate steps:

1. Analyze Patterns: Identify trends in both discipline and academic performance.
2. Set Expectations: Hold a staff meeting to clarify when issues should be handled in the classroom versus referred to administration.
3. Build Capacity: Provide targeted professional development for teachers on classroom management and proactive strategies.
4. Celebrate Small Wins: Use data to highlight progress, reinforcing positive behaviors among students and staff.

These steps require a structured plan, which is why tailored professional development is essential to achieving sustainable success.

Call to Action: Reclaim Your Leadership Role

The silent demotion of principals is not inevitable. As a school leader, you deserve the time, tools, and support to focus on what truly matters: shaping instruction, empowering teachers, and driving student success. But breaking the cycle of discipline overload, teacher pushback, and administrative demands requires intentional strategies and professional development.

That’s where I come in. My tailored training programs are designed to address these exact challenges, helping principals like you:

• Reclaim instructional leadership by streamlining discipline processes and empowering teachers.
• Build teacher capacity to foster relationships, manage classrooms, and take ownership of discipline.
• Leverage data effectively to drive decisions that improve both behavior and academic outcomes.
• Foster a collaborative culture where principals, teachers, and families work together for student success.

You don’t have to navigate these challenges alone. Let’s work together to create a plan that allows you to lead with confidence and transform your school’s culture.

Are you ready to reclaim your leadership role and make a lasting impact? Let’s start the conversation. Contact me today to schedule a consultation or learn more about my professional development programs.

Bibliography

Gregory, A., & Fergus, E. (2017). "Social-Emotional Learning and Equity in School Discipline." The Future of Children, 27(1), 117–136.

Foorman, B. R., Breier, J. I., & Fletcher, J. M. (2016). "Interventions Aimed at Improving Reading Success in Schools: Evidence from Research." Review of Educational Research, 76(4), 378–405.

Mangin, M. M., & Stoelinga, S. R. (2008). "Effective Teacher Leadership: Using Research to Inform and Reform." Teachers College Press.

Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). "The Impact of Leadership on Student Outcomes: An Analysis of the Differential Effects of Leadership Types." Educational Administration Quarterly, 44(5), 635–674.

Wayman, J. C., Jimerson, J. B., & Cho, V. (2012). "Organizational Considerations in Establishing the Use of Data." School Effectiveness and School Improvement, 23(2), 159–178.