As the role of a principal continues to evolve into that of an instructional leader, I’ve noticed that some administrators really embrace that shift, while others remain more focused on the managerial aspects of the job. During my experiences, the differences in how this role is approached became especially clear when comparing leadership at larger versus smaller schools.

At the larger school I visited, the principal was far less visible to students and staff during the academic day, spending most of their time in the office, except during the lunch period when they were consistently present. While larger schools have more students and more moving parts, they often also benefit from additional administrative staff, which can allow principals to focus more on instructional leadership—assuming they choose to. In this case, that visibility and instructional presence just wasn’t there throughout the rest of the day.

In contrast, the principal at the smaller school I visited made it a priority to be present and actively engaged with students. They moved throughout the building regularly, knew students by name, and had created an expectation that doors be propped open but remain locked—striking a balance between safety and visibility. This small shift encouraged openness and increased informal interactions, which had a noticeable impact on school culture.

At my own (also small) home school, our administrator does a solid job of staying visible and connecting with students in common areas, but classroom visits are less consistent. Our policy, which calls for doors to remain locked and closed, inadvertently reduces those casual check-ins and spontaneous interactions that can be so valuable for both staff and students. It’s something I’ve grown more aware of through my observations.

In the smaller schools I visited, the principals found success by deliberately scheduling time each day to be in classrooms. During these windows, they asked not to be interrupted unless there was an emergency, prioritizing instructional leadership over administrative tasks. These visits weren’t just about formal evaluations—they used both scheduled and informal walk-throughs to observe teaching practices, assess classroom climate, and build relationships with staff.

The most effective principal I observed made a point to step into every classroom at least twice a day, even if only for a few minutes. That consistent presence mattered. Students recognized her, and teachers respected her for showing up and staying connected. It was a clear example of how visibility, even in small doses, can build trust, promote instructional growth, and reinforce a strong school culture.

Staff Management (leaves, substitutes, hiring/firing, parental complaints, grievances)

The principal position in each school I visited had a large—sometimes total—say over personnel decisions within their building. At Hampton, for example, the principal has the authority to approve or deny leave requests. Generally, leave requests are accommodated as long as adequate notice is given in advance.

Hampton’s approach to substitute teachers differs significantly from what I observed at both York High School and Cross County High School. At Hampton, the responsibility of finding a substitute teacher falls directly on the teacher. If the teacher cannot secure a sub from the provided list, they then notify the principal. Often, if no substitute is found, an email is sent out to the staff to see who may be available to cover. Given the current climate and the limited availability of substitutes, it is not uncommon for Hampton teachers to cover each other's classes.

In contrast, both York and Cross County operate more centralized systems. Teachers submit leave requests to front office personnel, who then forward the appropriate forms to the principal. Substitute requests and placements are also handled entirely by the front office staff, allowing teachers to focus more on instruction and less on logistical coverage concerns. York High School further streamlines the process by using an electronic kiosk system for activating leave requests. This kiosk mode is accessible through the YHS landing page on their website, making it quick and efficient for teachers to initiate an absence digitally. Once submitted, the information is routed to the appropriate office staff and administrators for processing.

When it comes to hiring or firing staff, all principals noted that these decisions are made collaboratively with their district superintendent. Especially in small districts, where staffing decisions have long-term impacts on school climate and team dynamics, there is a high level of communication and planning involved. The process for terminating a teacher would never occur in isolation; instead, it would involve careful documentation and legal consideration in conjunction with the superintendent.

In terms of handling parental complaints or grievances, each of the principals emphasized their priority to support teachers—so long as the actions in question are not illegal or unethical. When concerns arise, they may meet with the teacher involved to discuss the situation and determine whether it’s an opportunity for professional growth. However, in most cases, unless a serious issue is present, effective principals make it clear to parents that they stand behind their staff.

Teacher Evaluations

At Hampton, district policy requires that all tenured teachers are evaluated annually. Typically, those considered less effective or needing additional support are scheduled for evaluations early in the school year. The rationale is to give the principal adequate time to provide follow-up observations or begin a professional improvement plan if necessary.

Probationary or non-tenured teachers at Hampton are evaluated twice annually for their first three years. This structured approach helps ensure that newer staff members receive consistent feedback and professional support early in their careers.

Non-Certified Staff Evaluations

Non-certified staff evaluation processes also vary across districts. At Hampton, the superintendent is responsible for evaluating non-certified staff members using an official district form. In the other schools I visited, building principals complete these evaluations based on where the non-certified staff spend the majority of their workday.

STAFF FORMS

• Hampton Public School's Staff Forms (Leave, Incident, Bullying)

• York High School - leave requests kiosk

TEACHER EVALUATION INSTRUMENT

• Hampton Public School's Teacher Evaluation and Procedures

NON-CERTIFIED STAFF EVALUATION INSTRUMENT

• Hampton Public School's Para Evaluation Form

Other artifacts that may be appropriate for this topic

• Hampton Student/Teacher Survey results

• York Extracurricular Assignments

LESSONS LEARNED NARRATIVE

Through the time spent with the principals I shadowed, one consistent lesson emerged—hiring the right people is the most important decision a principal can make. While each school leader had their own approach; some focused on how candidates fit into the school culture, others on instructional strengths, or how they performed in a demo lesson; all agreed that having staff who put students first was the best way to ensure a thriving school. In small districts like Hampton, hiring is a collaborative effort between the principal and superintendent, since staff often take on multiple roles and interact across departments. High expectations were also a theme; the best principals acted quickly to identify which teachers met expectations and which needed extra support, using evaluations as a tool for growth. For example, Hampton evaluates tenured teachers annually, often starting early in the year to allow for follow-up if necessary.

An important operational lesson involved how schools manage staff absences and substitutes. At Hampton, teachers are responsible for finding their own substitutes from a provided list, and only contact the principal if they are unable to find coverage—after which staff-wide emails are sent to arrange coverage. Although this process encourages and relies on rapport, it also may cause ill feeling since teachers that volunteer, occasionally lose their planning time that they are contractually entitled to. In contrast, York High School and Cross County take a more centralized approach. At York, staff submit leave requests through an electronic kiosk system available on their YHS landing page, which is then forwarded to office personnel and the principal. Front office staff are also responsible for arranging substitutes. Cross County follows a similar model, streamlining both leave requests and substitute placement through office personnel. This model helps reduce stress on teachers and keeps building operations running smoothly.