深度研究 | 美国高中校长领导力分析|she|top|教学|教师|高中

*文末附有全文的英文版本

English version is at the end of the text

编者按：京领研究院深度研究系列，旨在研究规律，启发实践。

综述

时代的巨变和当今复杂的教育环境下，学校建设格外需要有领导力的校长。

一项于2021年月发布，综合了囊括22,000多名校长的研究表明，校长领导力的影响比以前认为的更强大、更广泛。这些研究表明，校长平均影响483名学生，而教师平均影响21名学生。校长领导力对教师表现和保留率、家长支持和学生学习成果都有积极的影响。[1] 研究人员发现，更有效领导学校的校长相较领导力低的校长，可以为学生带来额外三个月的数学和阅读学习。[2] 同时有研究者提出，没有一位强有力的领导者，陷入困境的学校就不太可能发生翻天覆地的变化。许多其他因素可能导致这种转变，但领导力是催化剂。[3]

要成为一名具有卓越领导力的校长绝非易事。然而成千上万的学校和教育机构迫切需要有效的学校领导。[4] 一般来说，具有领导力的校长有一些普遍特质，如目标感、清晰的愿景以及与周围社区建立关系的能力、为学生不懈努力的愿望等。同时，与人合作、建立协作的环境、积极培养他人的技能、平衡战略和运营目标以及适应变化的能力对于校长领导力至关重要。优秀的学校领导者理解最终的目标是让学生成功。[1]

京领研究院认为，校长领导力十分重要，对学校的发展在一定范围内起决定性作用。尤其在品牌定位、办学目标、校园文化环境等方面。品牌是一个学校的灵魂，学校品牌体现了学校竞争力的潜力。优秀的品牌战略不仅能帮助学校提高招生竞争力，还可以拓展生存空间、维护学校形象、凝聚优秀教师、保障学校的可持续发展。只有打造属于自己的专属品牌，才是提升招生竞争力的根本。[5] 学校运营是复杂的体系，作为掌舵人，作为学校发展的重要决策者和领导者，校长对学校的品牌战略和定位起重要作用，是办学成功的关键所在。

研究表明，制定明确方向的领导人影响最大。优秀的学校领导者能够清晰地表达自己的学校愿景和目标，能够团结一个团队，并有一个计划来帮助他们实现目标。如果这些领导者帮助其员工形成对组织及其目标和活动的共同理解，这种理解就成为目标感或愿景的基础。有这样的目标有助于人们理解他们的工作，并使他们能够在工作环境中找到自己的认同感。他们知道，需要投入时间来形成对学校应该“看起来是怎样”以及需要做些什么才能达到目标的共同理解。[3]

很多研究都把营造积极的学校氛围作为校长的一项核心技能。研究表明在学校氛围、教师表现和离职率、家长支持和学生成果之间存在联系。当师生感到安全并得到校长的支持时，他们更有可能实现集体目标。[1] 在打造包容、合作的校园环境中最关键的角色之一是校长，他们是促进系统变革和引导教职工采取新态度和新做法的核心。[4] 好的学校氛围有利于教师的工作，有利于学生的成长，有利于学校的发展。

维度分析

京领研究院从2022年Niche全美最佳高中排行榜(Niche 2022 Best Schools in America)前50学校中随机选取了部分学校的往届或现任校长作为本文的分析和研究对象，[6] 以期从校长的教育经历、管理经验、主要事迹、综合素养这四个维度探讨美国高中校长领导力潜在的影响因素。

2.1

教育经历

京领研究院通过维基百科、领英、学校官网上公开的信息整理了部分学校往、现任校长的主要教育经历，如下图所示。从表中，可以看出这些校长在教育背景上的几处共同点：

最高学历以硕士居多，部分达到博士（以21世纪以前的知名校长为主）
毕业院校以美国藤校、顶尖文理学院或综合性大学为主
学位类型以文学、教育学、工商管理、哲学为主
专业类别主要涉及教育、教学、英语、文学、写作、历史、管理、心理、政策、领导力等方向

在整个调研过程中，我们发现，无论是二十世纪及以前的校长还是本世纪的校长，多数都具有上述特征。另外，随着高等教育深度和广度的不断延展，学科的不断丰富和优化，二十一世纪的校长会为自己的职业生涯继续补充领导力方面的教育。例如，斯宾塞学校即将赴任的新校长费利西亚·威尔克斯于2020年完成并获得了独立学校领导力方面的课程及证书，而她此前已拥有10年的学校中高层管理经验；威廉特纳学校(Ransom Everglades School)的现任校长彭妮·汤森(Penny Townsend)在她2014年上任之前拥有近31年的学校中高层管理经验，但仍在赴任威廉特纳之际完成了哈佛大学肯尼迪政治学院(John F. Kennedy School of Government)行政领导力相关项目的学习。

然而，放眼当下，具备硕士学历的人才数不胜数，已经成为高素质人才的普遍条件。根据调研结果可以预见的是，未来，只有高学历和普通的管理经验可能仍不足以科学、有效地管理好学校，帮助学校得到质的提升和发展，因此，有针对性地继续提升学历、领导力及管理素养不仅将有助于学校领导层为所在学校、为教育行业做出更多、更深远的影响和贡献，还能进一步推进自己的职业生涯道路。

2.2

管理经验

除了在教育层次和教育背景上有相似之处，美国高中的校长在过去的工作经验上，尤其是中高级管理经验上也存在一定共同点：

深耕教育行业，以在学校工作为主
拥有丰富的学校和学生相关工作经验
任期长且稳定

下表列出了几位具有代表性的校长的管理背景：

从时间维度上看，这些校长在担任现在学校的校长职位前，少则拥有14年的工作经验，多则30余年；而且在其以往工作经验中，几乎70%-90%以上属于中高级管理经验，有的校长该比例更高，比如霍奇基斯学校的现任校长克雷格·布拉德利。他在2016年赴任霍奇基斯学校之前已拥有长达30多年的中高级管理经验，而且在每个岗位上都稳定贡献了6-10年的时间。从职位性质上看，多数校长都曾在美国其他高中或担任过学生事务相关的领导职务，或某个年级段的校长，或整个学校的总校长，积累了大量丰富且真实的学生及学校管理经验，为现在的校长职位做了很好的铺垫。

2.3

主要事迹

未来教学与学习中心(The Center for the Future of Teaching & Learning at WestEd)的一篇报告指出，在政策和财政的双重压力下，校长身为一线管理者，掌握着保持和提高学校效能的命脉，尤其是在艰难时期，对保持士气、团结教职工、带领整个学校社区实现共同目标起着关键作用。[7] 另有实证研究表明，校长在影响学生成绩的诸多学校因素中仅次于教师。[8] 那么，校长在促进学生学习和支持教师方面需要做什么呢？有研究提出，校长的核心作用主要包括几下几点：[9]

创造合作机会，建立信任文化。社会普遍认为，校长需要成为教学领导者。
为教职工和学生创造高期望。这种协作结构最有效，教师也最有动力。
支持教职工的学习和发展。教职工的学习和学生的学习同等重要。
为教职工及学生的学习提供有效资源和支持。对学生和教职工的学习建立高期望的同时必须为之提供资源。

在所调研的美国前50名学校的往届及现任校长中，有许多校长都在其任期内对学校、学生、教职工的发展起到了改革性的推动作用，例如安多佛菲利普斯学校的第12届校长：西奥多·西泽(Theodore Sizer)。

先进的教育改革家，具有非凡的教育卓识和远见

西奥多·西泽(1932年6月23日-2009年10月21日，享年77岁)

图源：基础学校联盟(Coalition of Essential Schools)官网

西泽教授出生于教育世家，年轻有为，非常热情，精力充沛，总是面带微笑，与人为善，拥有无与伦比的智慧和洞察力。在其职业生涯中，他被称作是“不可思议的连接器(Incredible Connector)”，帮助和影响了许多人的职业发展。

他主要的职业生涯包括以下几段经历 [10] [11] [12] [13]：

哈佛大学教育研究生院院长(1964-1972)：年仅31岁，获得博士学位，出版了两本著作，被任命为院长，为学院招募了众多才华横溢的学者，监督了不同学生群体的成长，主持了拉森大厅(Larsen Hall)和古特曼图书馆(Gutman Library)的建成，促进了学校在发展心理学和教育公共政策方面的发展。
安多佛菲利普斯学校校长(1972-1981)：将学校从近200年历史的男校变为男女同校；创立肯珀学者计划(Kemper Scholars program)，从中国招收了第一批学生；开创了(MS)2等外展计划(outreach programs)；领导由全国中学校长协会和全国独立学校协会赞助的美国高中研究。
布朗大学教授及教育系主任(1983-1997)：创建了两个教育改革组织：基础学校联盟(Coalition of Essential Schools, 1984)和安嫩伯格学校改革研究所(Annenberg Institute for School Reform, 1993)，旨在将研究投入到实际学校，并出版了著名的“霍勒斯三部曲”,提供了关于教育改革的诸多思考、探索和讨论，激发了全国范围内的高中重建运动。
哈佛大学教育研究生院客座教授及讲师(1997-2006)：被《教师杂志》(Teacher Magazine)誉为“美国最著名的教育改革家(America’s most famous educational reformer)”。虽已退休，却继续从事教育工作，教授一门关于重新设计美国中学的课程；同时继续致力于整合贫困社区社会经济地位低下的家庭所需的多种服务。

他知名的著作包括：[13]

《霍勒斯的妥协：美国高中的困境》Horace's Compromise: The Dilemma of the American High School (1984)
《霍勒斯的学校：重新设计美国高中》Horace's School: Redesigning the American High School (1992)
《霍勒斯的学校：什么对美国高中有效》Horace's Hope: What Works for the American High School (1997)
《新美国高中》The New American High School (2013, 去世后出版)：提出关于未来中学教育、真正民主的公立高中制度的愿景；指出美国高中当时面临的15个关键问题，为积极变革提出切实可行的建议。

其他诸如：

安多佛菲利普斯中学的第15任校长约翰·帕尔弗雷(John Palfrey)在职期间积累了令人瞩目的业绩，包括将学校带进数字技术时代，推行“互联学习”模式，将传统课堂教学与数字工具相结合；使学校成为其任期内同类学校中唯一一所保持“与资金需求无关(Need-blind)”的录取政策，录取率高达86%，创下申请和录取率的历史记录等。[14] [15]

格罗顿中学(Groton School)的第八届现任校长滕巴·马库贝拉(Temba Maqubela)通过多项举措促进了学校的多样性和包容性，让更多低收入家庭的孩子有学上。[16]

在迪尔菲尔德中学(Deerfield Academy)担任第51届校长的弗兰克·博伊登(Frank Boyden)，可能是史上任期最长的校长，长达66年，以招收被其他学校开除的学生而闻名，重视体育教学，最终使得原本招生困难、濒临倒闭的学校成为美国十校联盟（俗称“小常春藤”）之一。[17]

这些校长为学校或教育事业都做出了卓越的贡献，值得后人学习。

2.4

综合素养

康科德学校(Concord Academy)在其最近的校长招聘职位描述(Head of School Position Statement)中表示，成功的候选人应具备以下技能、价值观和经验：[18]

具有符合学校对多样性、公平及社会正义承诺的生活经验；
具有以寻求他人意见为特征的协作型领导风格；愿意授权；能够做出艰难的决定；
具有管理复杂组织、制定和执行战略愿景的领导技能；
具有教学经验，欣赏并尊重教师；
了解青少年发展，尊重学生及其家庭；
享受积极参与校园的乐趣，平易近人，与学生、教职员工、家庭和校友相处融洽；
有力推动学校的使命、愿景和价值观；
了解独立学校治理，能够与董事会合作，共同提升和增强学校社区；
具有敏锐性和坚定的态度，可以处理有难度的对话；
以过程为导向，善于反思，乐于倾听，能够提供真实反馈；
具有招聘、发展、评估和保留专业且多元的教职工及管理人才的成功经验；
具备筹资领导力，能为招生及财务管理工作提供强有力的支持；
能够高效应对危机，保持头脑冷静、条理清晰、勇敢无畏和人文关怀；
善于倾听，能够真诚、坦率地与人沟通，鼓舞人心；
是人与人之间的“连接器”，富有同理心、谦逊、韧性和幽默感。

综合来看，这则美国高中校长招聘陈述中主要包含了对校长品格、领导风格、领导才能及特定工作经验的需求，这也侧面反映出一个成功的校长所应具备的综合素养。

为更真实、具体地了解美国高中校长所具备的能力及素养，京领研究院对部分校长（包括往届、现任和即将赴任的校长）在其领英账户中标记的技能或知识进行统计和分析后发现，校长们的综合能力有很多共同点，主要集中在以下几项（获得同行专家及现在同事认可次数前三的技能和知识）：

总结与展望

通过对校长领导力的深入分析研究，京领研究院认为，校长的知识，能力和性情都需要较高水平。只有具备充分的知识构成，较高的管理能力和相关领域的丰富经验，热爱教育事业，并对人类发展有深切关怀的教育从业者，才能发展和发挥校长领导力。在全球化、数字化趋势日益明显的今天，品牌战略、创新能力、全球视野、高效沟通等能力是校长领导力的关键构成。

同时，校长领导力允许有不同风格和侧重点。在分析中可以看到，校长们通过各种方式对学校产生积极的影响，推动改革和发展。有的通过培养共同的信念、社区意识和合作意识，建立协作和专业学习社区；有的通过建立信任，促成教职工、家长、学生之间的有效沟通，战略性地管理人员和资源；有的通过积极参与教学实践，参与教师评价和反馈，帮助教师解决教学问题等。

综合来看，领导力突出的校长具备较高的知识水平，不仅是学科知识，还包括一定的商业视野；以及品牌战略、创新变革能力、对政策的解读分析能力，高效的沟通能力、较高的社会关系敏锐度等。同时他们是习得能力方面的专家，拥有广泛的教学实践知识，也是终身学习者，对社会学、人类学相关领域具有一定了解，如性别平等、多样性、发展心理学、法律知识等。

根据京领2021年统计数据，经过二十年的发展，中国国际学校由不到100所发展到现在的1500多所。其中，北京有138所，江苏省有174所，上海有150所，广州市有73所，深圳市有68所。中国国际学校竞争激烈，在许多城市和地区，国际学校已经供过于求，进入了一个竞争白热化的阶段。在当今社会环境下，校长领导力比以往更加重要，作为学校最有影响力的教育领导者，校长的领导力与学生的表现密不可分。[3] 校长具有先进的教育理念，可以带领学校适应变化和挑战；校长办学目标明确，可以制定符合学校定位的办学政策和品牌主张；校长保持开放心态，能够不断学习和提升，实现学校持续的发展。系列研究表明，作为学校的主要管理者，校长领导力在学校发展中发挥着越来越重要的作用，不仅要改进校长的招聘和培训，还要改进他们的持续发展和评估。[3] 提升校长领导力将更好地促进学校的创新和发展。

参考文献

[1] Brown, Frederick. “Why Principals Matter More than Ever.” Learning Forward, Learning Forward, 28 July 2021, https://learningforward.org/2021/07/28/why-principals-matter-more-than-ever/.

[2] Jason A. Grissom, Anna J. Egalite and Constance A. Lindsay. “How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research.” Wallace, The Wallace Foundation, Feb. 2021, https://www.wallacefoundation.org/knowledge-center/pages/how-principals-affect-students-and-schools-a-systematic-synthesis-of-two-decades-of-research.aspx.

[3] “Role of Principal Leadership in Improving Student Achievement.” Reading Rockets, The Center for Comprehensive School Reform and Improvement, Sept. 2005, https://www.readingrockets.org/article/role-principal-leadership-improving-student-achievement.

[4] Lathan, Joseph. “10 Traits of Successful School Leaders.” University of San Diego, University of San Diego, https://onlinedegrees.sandiego.edu/effective-educational-leadership/.

[5] 京领研究院 . “深度研究: 国际学校进入品牌时代：无品牌，不招生.” 京领新国际 | 微信公众平台, 京领, 31 May 2005, https://mp.weixin.qq.com/s/bCVAod-RaWhI4lDKFgLuuA.

[6] “2022 Best Schools in America.” Niche, https://www.niche.com/k12/search/best-schools/.

[7] “School Leadership: A Key to Teaching Quality.” SIR International, The Center for the Future of Teaching and Learning, 2011, https://files.eric.ed.gov/fulltext/ED515279.pdf.

[8] Waters, T., Marzano, R.J., & McNulty, B. “Balanced leadership: What 30 years of research tells us about the effect of leadership on pupil achievement (A working paper)”. Aurora, CO: Mid-continent Research for Education and Learning, 2003.

[9] Purkey, S.C., & Smith, M.S. “Effective schools: A review”. Elementary School Journal, 83(4), 427-52, 1983.

[10] JILL ANDERSON. “Dean Theodore Sizer, 1932-2009.” Harvard Graduate School of Education, President and Fellows of Harvard College, 22 Oct. 2009, https://www.gse.harvard.edu/news/09/10/dean-theodore-sizer-1932-2009.

[11] Pease, Theresa Fucci. “TED SIZER: A VISION FOR EDUCATION.” Phillips Academy Andover, Phillips Academy, 1999, https://web.archive.org/web/20060904200633/http:/www.andover.edu/publications/1999winter_bulletin/sizer/sizer.htm.

[12] Sizer, Theodore R. “The New American High School.” Amazon.co.uk, Amazon.com, Inc., 26 July 2013, https://www.amazon.co.uk/dp/1118526422?ie=UTF8&linkCode=gs2&creativeASIN=1118526422&tag=slate01-21&camp=1789.

[13] “Ted Sizer.” Wikipedia, Wikimedia Foundation, 22 Sept. 2021, https://en.wikipedia.org/wiki/Ted_Sizer.

[14] Murphy, Richard McGill. “How John Palfrey Is Bringing America's Most Elite Boarding School Into the Digital Age.” Town & Country, Hearst Magazine Media, Inc., 7 July 2015, https://www.townandcountrymag.com/society/tradition/news/a3371/class-rebel/.

[15] “John Palfrey.” Wikipedia, Wikimedia Foundation, 25 June 2021, https://en.wikipedia.org/wiki/John_Palfrey.

[16] NOVACIC, INES. “At Elite Groton School, ‘Unusual’ Headmaster Puts Focus on Inclusion.” CBS News, CBS Interactive Inc., 24 Nov. 2016, https://www.cbsnews.com/amp/news/groton-school-headmaster-temba-maqubela-elite-education-inclusion/#app.

[17] “Frank Boyden.” Wikipedia, Wikimedia Foundation, 21 July 2021, https://en.wikipedia.org/wiki/Frank_Boyden.

[18] “Position Statement for Head of School Search -Concord Academy Concord Academy.” Concord Academy, https://concordacademy.org/wp-content/uploads/2021/10/CA_positionStatement2021.pdf.

English Version

Principal Leadership Matters

More Than Ever

Principal leadership matters now more than ever before in the context of current complex environment.

It shouldn’t come as a surprise that effective principals are essential for positive student and school outcomes, but we now have stronger research evidence than ever before. One research report, which was released in February 2021, synthesizes studies involving over 22,000 principals. Its findings build on previous research summaries about school leaders, showing that the impact of an effective principal is stronger and broader than previously thought. The report points out that a principal’s impact is felt on a larger scale: principal impact 483 students, on average, compared with 21 students, on average, for teachers. [1] The researchers found that replacing a principal with an effectiveness level at the 25th percentile with a more effective principal (at the 75th percentile) yields an additional three months of learning in math and reading for students. [2] Some researchers made claims that without a power leader, troubled schools are unlikely to be turned around. They stress that many other factors may contribute to such turnarounds, but leadership is the catalyst. [3]

To be a successful and effective school leader with outstanding leadership is no easy feat. Yet, effective school leaders are desperately needed in thousands of schools and educational institutions across this country and around the world. [4] Effective school leaders provide a clear vision and sense of direction for the school. They prioritize. Vision provides momentum and direction, not just for the team leader but for each and every team member. Also, principals must pair their vision with unrelenting passion. Vision and passion from an effective leader should generate inspiration, motivation and excitement that permeates throughout the school. Working with others, establishing a collaborative environment, actively developing the skills of others, balancing strategic and operational objectives, and the ability to adapt to change are crucial to the principal's leadership. Good school leaders understand that the ultimate goal is to make students successful. [1]

We believe that the principal's leadership matters and plays a decisive role in the development of the school to a certain extent. Especially in brand strategy, school running objectives, campus cultural environment and so on. Brand is the soul of a school. School brand reflects the potential of school competitiveness. Excellent brand strategy can not only help the school improve its enrollment competitiveness, but also expand its living space, maintain the school image, gather good teachers and ensure the sustainable development of the school. Only by building their own exclusive brand, can we improve the competitiveness of enrollment. [5] School operation is a complex system. As the main decision-maker of school, the principal plays an important role in the school's brand strategy and positioning, which is the key to the success of school running.

Research suggests that leaders who sets a clear sense of direction have the greatest impact. The best school leaders have a goal that they can unite a team and a plan to help them get there. Not just that, but they are able to clearly articulate their school vision and goals. If these leaders help to develop among their staff members a shared understanding of the organization and its goals and activities, this understanding becomes the basis for a sense of purpose or vision. Having such goals helps people make sense of their work and enables them to find a sense of identity for themselves with their work context. [3]

Several previous studies made connections between school climate, teacher performance and turnover, parent support, and outcomes for students. According to the research, when teachers and students feel safe and supported by the principal, they are more likely to achieve collective goals. [1] One of the critical roles in successful inclusive schools is the role of the principal. The school principal’s active participation is the single most important predictor of success in implementing change, improving services, or setting a new course. [4] A collaborative, inclusive learning environments will benefit teacher, students and schools.

Dimensional Analysis

KingLead Research Institute randomly selected the former or current principals of some schools from the top 50 schools in the Niche ranking “2022 Best Schools in America” as the analysis objects of this article, [6] in order to explore the potential influencing factors of American high school principals' leadership from four dimensions ofprincipals' education background, management experience, significant achievements and comprehensive qualities.

2.1

Education Background

Based on information available on Wikipedia, LinkedIn, and the official website of schools, KingLead Research Institute compiled the main educational experiences of current and former heads of school. From the table, it can be seen that these principals have several similarities in their educational background:

Most of them havemaster's degree,and some havedoctor's degree(mainly famous heads of school before 21st century).
Most of them graduated fromIvy League, top liberal arts colleges or comprehensive universities.
The main types of degrees areArts, Education, Business Administration and Philosophy.
Major categories includeeducation,teaching, English, literature, writing, history, management, psychology,policy, leadership,etc.

Throughout the research, it is found that most heads of school in the 20th century and before, or in this century, have the above characteristics. In addition, as higher education continues to expand in depth and breadth, and subject disciplines continue to enrich and optimize, heads of school in the 21st century would continue to supplement leadership education for their careers. For example, the incoming head ofthe Spence School,Felicia Wilkes, acquired the Independent School Leadership certificate in 2020, while she had 10 years of middle and senior school management experience.Penny Townsend,the current head ofRansom Everglades School,had nearly 31 years of middle and senior school management experience before she took over in 2014, but she also completed an executive leadership program at Harvard's John F. Kennedy School of Government before joining the School.

However, looking at the present, there are countless talents with master's degree, which has become a common condition for high-quality talents. According to the survey results, it can be predicted that in the future, only high education and ordinary management experience may not be enough to manage schools scientifically and effectively, or help schools achieve qualitative improvement and development.Therefore, targeted continued improvement in academic qualifications, leadership and management literacy will not only help school leaders make more profound impacts and contributions to schools and the whole education industry, but also further advance their own career paths.

2.2

Management Experience

In addition to the similarities in educational level and educational background, heads of American high schools also have somecommon pointsin their past work experience, especially inmiddle and senior management experience:

Penetrate the education industry, mainly working in schools
Rich working experience in schools and students
Long and stable tenure

The following table lists the management backgrounds of several representative heads of school:

From the perspective of time, these heads of school hadat least 14 yearsormore than 30 yearsof working experience before taking up the post of principal of the current school. And almost 70-90% or more of their previous work experience was inmiddle and senior management, with some heads, such as Craig Bradley, the current head of Hotchkiss school, accounting for more. Prior to joining Hotchkiss in 2016, he had over 30 years of mid - to senior management experience and had consistently contributed 6 to 10 years in each position.In terms of the nature of the position,most principals have held leadership positionsrelated to student affairsin other high schools in the United States, or head of a certain grade, orhead of the whole school.They have accumulated a lot of rich and real experience instudent and school management,which lays a good foundation for their current position.

2.3

Significant Achievements

According to a report by the Center for the Future of Teaching & Learning at WestEd, heads of school hold the keys of maintaining and increasing school effectiveness as front-line administrators under both policy and financial pressures. Especially during tough times, it is critical for school principals to maintain morale, rally teachers, staff, and the entire school community around common goals. [7] Empirical research shows that principals are second only to teachers in many school factors affecting student achievement. [8] So what does a principal need to do to promote student learning and support teachers? Some studies have suggested that the principal's central role mainly includes the following aspects: [9]

Creating opportunities for collaboration and building a culture of trust.A common assertion is that principals need to be instructional leaders.
Creating high expectations for adults and students alike.Such collaborative structures work best, and teachers are most motivated, when school leaders create high expectations for student learning.
Supporting educator learning.In effective schools, adult learning is a high priority along with student learning.
Allocating resources in support of learning.Establishing high expectations for student and adult learning must be accompanied by the allocation of resources in support of that learning.

Among the former and current principals of the top 50 schools in the United States, many principals have played a revolutionary role in promoting the development of schools, students, teachers and other staff during their tenure, such asTheodore sizer, the 12th Head of School of Phillips Academy Andover.

An advanced educator reformer with extraordinary educational insight and vision.

Theodore Sizer (06/23/1932 -10/21/2009)

Source: Official website of Coalition of Essential Schools

Professor Sizer was born in an educational family. He is an early achiever, very enthusiastic, energetic, always smiling, kind to others, and has unparalleled wisdom and insight. In his career, he was called "incredible connector", as he helped and influenced the career development of many people.

His main career includes the following experiences [10] [11] [12] [13]：

Dean of the Harvard Graduate School of Education(1964-1972): at the age of 31, obtained his doctorate, published two books, and appointed dean, recruited many talented scholars for the School, oversaw the development of diverse student groups, presided over the completion of Larsen hall and Gutman Library, and promoted the development of the School in developmental psychology and public policy of education.
Headmaster of Phillips Academy in Andover(1972-1981): changed the school from a male school with a history of nearly 200 years to a coeducation school; founded Kemper Scholars program and enrolled the first students from China; created outreach programs like MS2; led American high school research sponsored by the National Association of High School Principals and the National Association of Independent Schools.
Professor and Chair of the Education Department at Brown University(1983-1997): established two educational reform organizations: Coalition of Essential Schools (1984) and Annenberg Institute for School Reform (1993), aiming to put research into practical schools; published the famous three Horace series, providing many thoughts, exploration and discussions on educational reform, inspiring the nationwide high school reconstruction movement.
Visiting professor and lecturer of the Harvard Graduate School of Education(1997-2006): praised as "America's most famous educational reformer" by Teacher Magazine. Although retired, he continued to work in education and taught a course on redesigning American schools. At the same time, he continued to work to integrate a variety of services needed by families with low socio-economic status in poor communities.

His famous works include: [13]

Horace's Compromise: The Dilemma of the American High School (1984)
Horace's School: Redesigning the American High School (1992)
Horace's Hope: What Works for the American High School (1997)
The New American High School (2013, posthumously): provides vision for a truly democratic public high school system and offers a vision of what a future secondary education might look like; takes on fifteen key issues facing the high schools at that time and offers practical suggestions for positive change.

Others such as:

John Palfrey, the 15th Head ofPhillipsAcademy Andover, has accumulated remarkable achievements during his tenure, including bringing the school into the digital technology era, implementing the "Internet Learning" model and combining traditional classroom teaching with digital tools; making the school the only one of its kind to maintain the admission policy of "need-blind" during his tenure, with an admission rate of 86%, setting a historical record of application and admission rate. [14] [15]

Temba Maqubela, the 8th current Head ofGroton school, has promoted the diversity and inclusiveness of schools through a number of initiatives, helping more children from low-income families to go to school. [16]

Frank Boyden, who served as the 51stHead of Deerfield Academyfor 66 years, may be the principal with the longest term in history. He was famous for admitting students expelled from other schools, attached importance to physical education, helped the school that was difficult to admit students and was on the verge of collapse become a member of the Ten Schools Admissions Organization in the United States (commonly known as "little Ivy"). [17]

These great principals have made outstanding contributions to the school and the education industry, which is worth learning by future generations.

2.4

Comprehensive Qualities

Concord Academy stated in its recentHead of School Position Statementthat a successful candidate will be able to demonstrate many of the followingskills, values and experiences: [18]

Lived experienceapplicable to Concord Academy’s commitment todiversity, equity, and social justice;
Acollaborative leadership stylecharacterized by seeking input from others; willingness to delegate; but able to make hard decisions;
Proven record of demonstratedleadership skill in the management of a complex organizationand insetting and executing a strategic vision;
Priorteaching experienceandgenuine appreciationandrespectfor teachers;
Understanding of adolescent developmentandrespectfor students and their families;
Embracing the joys of being an engaged presence on campus,approachableand available to students, faculty, staff, families, and alumnae/i;
Committed to beinga strong promoter of CA’s mission, vision, and valueswith all internal and external audiences;
Understanding of independent school governanceand the capacity to work in partnership with a Board to strengthen the school community;
Ability tomanage difficult conversationswithsensitivityandconviction;
Process-oriented, reflective, andopen to hearingandproviding honest feedback;
Demonstrated successrecruiting, developing, evaluating, and retainingprofessional and diversetalent on the faculty, staff, and administration;
Capacity to be aleader in fundraisingand astrong partnerin enrollmentandfinancial management;
Highly effective in a crisis – calm, clear, courageous, and caring;
Agood listenerand anhonest, open, and inspiring communicator;
Aconnectorwho authentically demonstratesempathy, humility, resilience, and humor.

Generally speaking, this recruitment statement mainly contains the requirements forprincipals' character, leadership style, leadership ability and specific work experiences,which also reflects the comprehensive qualities that a successful principal should have.

In order to have a more real and specific understanding of the ability and quality of American high school principals, KingLead Research Institute conducted statistical analysis on the skills or knowledge marked in the LinkedIn accounts of some principals (including former, current and incoming principals), and found thatprincipals have a lot in common in their comprehensive qualities, mainly including (Top three skills and knowledge recognized by peer experts and current colleagues):

Summary and Prospect

Through the in-depth analysis and research on the principal's leadership, we believe that the principals need high level in knowledge, capacity and disposition. Only educators who have sufficient knowledge, high managerial skill and rich experience in relevant fields, have passion for education and deeply care for human being can develop and give full play to principal leadership. Today, with the increasing trend of globalization and digitization, brand strategy, innovative ability, global vision and efficient communication are the key components of principals' leadership.

Principal leadership matters. Also, principal leadership varies. Principals could have a positive impact on their schools through various ways. Some principals made collaborative and inclusive learning communities by cultivating common beliefs, community awareness and cooperation awareness; Some build trust, promote effective communication among faculty, parents and students, and strategically manage personnel and resources; Some help teachers solve teaching problems by actively participating in teaching practice, participating in teacher evaluation and feedback.

Generally speaking, principals with outstanding leadership have a high level of knowledge, not only discipline knowledge, but also a certain business vision; And brand strategy, innovative ability, policy interpretation and analysis, efficient communication, high sensitivity of social relations, etc. At the same time, they are experts in cognitive learning and lifelong learners. They have a certain understanding of sociology and anthropology, such as gender equality, diversity, developmental psychology, legal knowledge, etc.

According to the statistics of KingLead in 2021, after two decades of development, the number of China's international schools had developed from less than 100 to more than 1,500. Among them, there are 138 in Beijing, 174 in Jiangsu Province, 150 in Shanghai, 73 in Guangzhou and 68 in Shenzhen. The competition among China's international schools is fierce. Principal leadership matters more than ever before. The most influential educational leaders remain the principal and superintendent, and that their leadership is inextricably linked to student performance.[3] And, effective leadership has the greatest impact where it is most needed—in the nation's challenged schools. These facts make the case, researchers assert, for improving not only the recruitment and training of school principals but also their ongoing development and evaluation.[3] In addition, improving the leadership of principals will better promote the innovation and development of schools.

References