How Principals Can Build Self-Renewing Schools

Author: Reitzug, U.C., Burrello, L.C.
Publisher: Association for Supervision and Curriculum Development (ASCD)
Publication Date: 1995, April
Journal: Educational Leadership
Journal Volume: 52(7)
Pages: 48-50

Abstract (written by WestEd)

In self-renewing schools, principals motivate teachers to examine their teaching in order to determine which practices are appropriate, rather than telling them how to teach. Dominant sources of teaching expertise shifted from principals and formal research to teachers and their practices. The role of principals changed from dispensing information to facilitating processes in which teachers could discover knowledge. Outstanding principals do three things to help teachers become more reflective practitioners.

First, they provide a supportive environment by: 1) encouraging justification of practice; 2) providing alternative instructional frameworks (e.g., manipulating school schedules for more staff development opportunities, sharing professional articles, framing ideas as possibilities); 3) encouraging risk-taking; and 4) creating teaming structures for collective responsibility for one another and for students.

Second, principals facilitate reflective practice by: 1) asking challenging questions that prompt reflection on practice; 2) critiquing by wandering around (to ask questions, you need to know what's going on in classrooms); and 3) challenging program regularities rather than directing a change.

Third, they make it possible for teachers to implement ideas and programs that result from reflective practice (e.g., money, materials, time, and opportunity). Principals worked with teachers to find money when it was not available, through grants, local businesses, or state incentives.