Step Two

Responsibilities and Authority for Engaging a New Principal

Who is responsible for engaging the new principal? In most cases this responsibility lies with the school board. It is important to be clear whether the action of the school board needs the approval or ratification of any other group. In some cases the congregation council or congregation many have the role of approving the choice. Involving the council or congregation in the actual interview and selection process may be cumbersome. However, their involvement in the ratification process does encourage ownership of the entire congregation in the selection made and commitment to the person accepting the role of principal. (In the case of a call or commission of a person rostered in the Evangelical Lutheran Church in America (ELCA), final action most likely requires congregational action and consultation with the Synod's bishop.)

Be sure the role of the pastor in this process is clear. Does s/he sit on and vote with the school board? Has the pastor been given "veto" power when it comes to selecting the principal? In any event, it is essential that the pastor is supportive, not only of the process, but also of the person selected. This provides a good initial foundation from which the pastor and new principal will be able to build a team ministry.

What role, if any, will the teachers and parents have in the selection process? Two factors with respect to teachers seem important:

1. The teachers should be provided some mechanism for giving input into both the selection process and the person being chosen. They can also be involved by providing their thoughts about what is most important to them in a leader and principal.
2. The teachers do not make the final decision. That is clearly a governing board responsibility. If the board decides to include teachers, be prepared to listen carefully and take seriously their thoughts. Do not simply go through the motions of including teachers unless you are very prepared to act on their input.

At the very least, teachers, staff and parents should be made aware of the search and selection process (the details and presentation for each group may be different). Don’t simply do this in a memo or e-mail. This should be done in a group so they will also be able to ask questions. They should also be told specifically who they should speak with if they have questions or concerns. This should be one designated person on the board or committee. Remember, teachers more than any other constituency group in the school, will have very high interest in the process and selection. Parents also need to feel confidence in the process and the people involved in the process. Failure to keep parents informed is an invitation for them to seek a new school for their children and your students. Do not keep them in the dark!

It is suggested that the board determine whether or not it needs a sub-group to serve as a search committee. In some situations a board selected search committee does most of the work and finally brings the name of one or more candidate(s) to the full board for action. Other school boards decide that the entire school board itself serves as the search committee. Finally, the board should determine whether the chair of the board heads up the selection process or whether a board member is appointed for this special duty.

When the lines of authority and responsibility for engaging the new principal have been agreed upon, a projected time line of who will do what by when needs to be established to ensure that the process is carried out in a timely manner. Check points should be included in documenting to the board the process is moving according to the agreed upon plan. The time line should take into account the school calendar and dates by which most school contracts are agreed upon..

See also
Eight Steps to a Successful Executive Director Evaluation 
Director/Principal Assessment Questionnaire 
Sample Administrative Policy