“We’re able to come together as educators, all with
different strengths. As we develop, we’re never
working alone,” Ms. Free said. “I didn’t expect to be a
principal. My mind started shifting … when I had that
opportunity provided to me to experience it, to find
out that I do like it and I can do it.”
Associate principals experience as many components of principalship as possible – including management of curriculum and instruction, professional
learning, test coordination, and parent and community relations. The positions are term-limited and
maintain teacher-level salaries. Associate principals
must complete an administrative graduate program
during their first three-year term; if this is accomplished, one additional three-year term is an option.
“Success breeds success. When you have
people who really are empowered and feel
they are making a difference, that rubs off on
children and builds confidence,” said Dr. Lyle
Ailshie. ”We expect everyone who comes in
contact with students to exhibit leadership in
whatever way is available to them.”
Associate principals are top choices to lead district
initiatives and often maintain system-side responsibilities. For example, associate principals prepare the
district’s regular report to the school board.
“They really jump at every opportunity to show the
types of things they can do,” said Dr. Ailshie.
All but three of the district’s current principals were
hired from the associate principal pipeline. Assistant
Superintendent Dory Creech, who worked as an
associate principal 10 years ago, said the program’s
effectiveness has created a surplus of outstanding,
highly qualified candidates for each principal opening.
“It’s great to have that problem,” Ms. Creech said.
Leadership at KCS extends well beyond the principal’s office. A distributed leadership model builds
collaboration and empowerment into as many
processes as possible. Key decisions about school
management are made by school leadership teams,
which must include at least one parent and at least
one support staff member. Many system-wide plans
are made by a district leadership team that includes
a rotating group of principals, central office staff, associate principals, assistant principals, and teacher
leaders. In all cases, decisions are transparent, and
not made from the top down.
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