Superintendents' Dilemma: Guiding New and Struggling Principals to Success in Low-Performing Schools

What happens when a promising leader is thrust into one of the toughest environments—low-performing schools—without the tools to succeed? The answer is clear: potential wasted, opportunities lost. For superintendents, one of the most critical decisions is determining how much autonomy to grant new and struggling principals. While independence can inspire creativity and ownership, too much freedom too soon often leads to missteps and stalled progress.

Several years ago, I witnessed this dilemma firsthand. A major publishing company partnered with Chicago Public Schools to implement a new reading program in 10 low-performing schools. As part of the initiative, each school received comprehensive literacy resources for grades K-6, along with an external Literacy Specialist to mentor the principals and on-campus coaches. I was assigned to one of these schools, where the challenges were significant.

The principal, while experienced in high school leadership, was new to elementary education and had limited knowledge of early literacy. At the time, I brought my background as a District Literacy Coach, Assistant Principal, Principal, and University Professor of Early and Secondary Literacy to the table. Twice a week, I flew to Chicago to work closely with the administrative team, implementing a comprehensive support plan based on Kay Burke’s Mentoring Guidebook (Starting the Journey).

We tackled data analysis, conducted classroom observations, held one-on-one sessions with the principal and coaches, facilitated team meetings, and designed and delivered professional development for staff. By the end of the year, the school made significant improvements in both literacy instruction and student outcomes. The principal later wrote to me, “I couldn’t have made it without your support.” Her words weren’t just a note of gratitude—they were a testament to the power of structured guidance and mentorship.

The superintendent overseeing this initiative understood the vital importance of equipping principals to become trained instructional leaders. By addressing their needs through targeted support, he ensured that these leaders could effectively drive improvements in their schools. This experience solidified my belief that while autonomy is important, it must be earned incrementally and paired with mentorship for true success.

The Risks of Full Autonomy

Low-performing schools are complex ecosystems. Allowing new and struggling principals full autonomy without structured support often leads to more harm than good. Here’s why:

1. Inexperience: New principals, no matter how capable, may lack the hands-on experience needed to address the unique challenges of struggling schools. Leadership in early literacy, for instance, requires a depth of understanding that can only come with time and guidance.
2. Isolation: Without mentorship, principals may feel unsupported and isolated, which can lead to poor decision-making and burnout. Effective leadership thrives on collaboration and feedback.
3. High-Stakes Pressure: Low-performing schools often operate under intense scrutiny. New leaders without adequate support may make reactionary decisions under pressure, compromising long-term progress.

Striking the Balance: Autonomy with Support

Rather than adopting a hands-off approach, superintendents should implement systems that provide intentional support while gradually increasing autonomy. My experience in Chicago highlights the effectiveness of the following strategies:

1. Gradual Autonomy: Define clear expectations and gradually expand decision-making authority as principals demonstrate competence and confidence. Low-performing schools often require leaders to make difficult decisions quickly. A scaffolded approach ensures they’re prepared for those moments.
2. Mentorship and Coaching: Pair new and struggling principals with experienced mentors or leadership coaches who can provide hands-on guidance and share practical strategies. Kay Burke’s Mentoring Guidebook proved invaluable in structuring my mentoring relationship.
3. Structured Feedback and Check-Ins: Schedule regular meetings to review data, assess progress, and address challenges. These sessions are not just about accountability—they are opportunities to strengthen problem-solving skills and foster collaboration.
4. Targeted Professional Development: Provide focused training on literacy instruction, data-driven decision-making, and team leadership to equip principals with the tools they need to succeed. In low-performing schools, literacy is often a make-or-break factor, and professional development should reflect that urgency.

The Research Speaks

Research consistently underscores the value of mentorship and structured support for school leaders. The Wallace Foundation’s report The School Principal as Leader: Guiding Schools to Better Teaching and Learning highlights that principals with targeted coaching and professional development are significantly more likely to improve student outcomes. Additionally, a study by Darling-Hammond et al. (2010) found that effective leadership training programs improve not only principal performance but also the quality of teaching and learning in their schools.

Conclusion: Empowering Principals to Lead Change

The stakes in low-performing schools are high. A single leadership misstep can have lasting consequences for both teachers and students. Granting full autonomy to new principals in these environments may seem empowering, but it often sets them up for failure. A balanced approach—one that combines mentorship, structured support, and gradual independence—lays the foundation for success. My experience in Chicago, coupled with the superintendent’s vision to train principals as instructional leaders, demonstrates the transformative power of intentional guidance.

Superintendents, this is your call to action: take a closer look at how you support new leaders. Are you equipping them with the tools to succeed? Are you providing the mentorship they need to thrive? Ultimately, the success of our schools—and the futures of countless students—hinges on your ability to nurture and empower leaders who can rise to the challenge. By prioritizing mentorship, professional development, and collaborative systems, you ensure that no principal, and no school, is left to struggle alone.

Autonomy should be the goal, not the starting point. Together, let’s create a leadership pipeline that turns challenges into triumphs and schools into beacons of hope.

Bibliography

1. Burke, Kay. Mentoring Guidebook (Starting the Journey). Solution Tree Press, 2002.
2. Darling-Hammond, Linda, et al. "Preparing Principals for a Changing World: Lessons from Effective School Leadership Programs." Stanford Educational Leadership Institute, 2010.
3. Wallace Foundation. The School Principal as Leader: Guiding Schools to Better Teaching and Learning. Wallace Foundation, 2013.
4. "Effective School Leadership: The Principal's Role as Instructional Leader." Educational Leadership Research Database, 2017.