As a part of the internal circle, the school principal plays a critical role in setting the educational climate of the building. Good principals articulate school goals, demand high quality teaching, are themselves instructional leaders, and find ways to provide substantive professional development for teachers. Principals cannot be experts in every subject area, but they know what quality academic work is and they see that it is embedded in the teaching and learning provided to all students in the school.

Principals are responsible for:

• Establishing a safe and secure school environment that promotes learning
  
  
• Having a clear understanding of the academic content standards established for students and setting high expectations for their achievement
  
  
• Being instructional leaders by knowing what constitutes quality academic work and seeing that it is embedded in teaching and learning provided to all students
  
  
• Setting high expectations for learning, tracking student achievement, and engaging teachers in meaningful discussions that lead to improved classroom practices and results
  
  
• Effectively evaluating what goes on in the classroom between teacher and students
  
  
• Recruiting and selecting good teachers and other staff
  
  
• Identifing and providing meaningful professional development experiences for teachers
  
  
• Creating an environment that is open and inviting to parents and encourages them to become actively involved in the school
  
  
• Demonstrating the leadership and management knowledge and skills to successfully deal with the fiscal and operational functions of running a school

The term "instructional leader" is often used to describe the role of principals, but in reality, few principals devote the necessary time and energy to this most important role. Setting aside the time for planning, observing, and leading school improvement efforts is critical for a building principal if students and schools are to meet the demands of standards-based reform.

By holding high expectations for learning, good principals are able to monitor student achievement and engage teachers in meaningful discussions that lead to improved practices and results. They must be good evaluators of what goes on in the classroom, and able to provide effective intervention and support.

Effective teacher evaluation, which includes observation, substantive feedback, and provisions for staff development when needed, is a fundamental responsibility of the building principal. Finally, principals recruit good teachers and reach out to parents to gain their support and involvement.

Good principals create school environments that are open and inviting to every stakeholder in the accountability model.

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