The Role of the School Principal

The school principal is likely to be the key change agent to ensure that such changes are introduced and sustained. Michael Fullan (1991) has described the key role of school-based administrators in such educational change: He suggest the School Principal is responsible for identifying the expectations placed on the school, ensuring that ministry and school district guidelines are being met, and for developing the overall teaching skills of the staff.

The Canadian Association of Principals (1997) has published a description of the qualities of school-based leadership. These qualities can be combined with specific suggestions from early childhood education research (NCREL,n.d.) to form this list:

Generic School Leadership Qualities

Applications to Readiness

1. Facilitate the development of a shared vision, related conditions, resolve problems and manage a process to achieve that vision. 2. Understand central economic and social issues and anticipate their impact on education and schools. 3. Develop a school culture conducive to learning. 4. Establish shared learning goals and help staff align their teaching strategies to meet those goals. 5. Ensure student services are coordinated with community health and social services programs. 6. Facilitate parent involvement.

* Develop a school vision plan on readiness. * Canadians are increasingly concerned about young children and will expect schools to respond. * Provide opportunities for staff to discuss the transition of students between programs. * Provide incentives for staff development in early childhood education. * Facilitate links between preschool or often school programs and the school. * Find a variety of ways to communicate with parents of young children.