By Jamie Bricker and Jack Barclay
At this point in the school year, principals are balancing two crucial and very different responsibilities: finishing the current year well and beginning thoughtful planning for the next one. Both demands require careful attention to logistics and, equally important, to the human side of staffing decisions.
Districts provide the specific staffing parameters and allocations, and principals must be fluent in those details. At the same time, leaders should approach staffing with empathy and transparency. Change excites some staff members and unsettles others; ensuring teachers feel informed and supported is essential to maintaining a positive school culture throughout the transition.
Guiding Principles
Staff should be informed of their projected teaching assignments for the coming year as early as practical. It is important to communicate clearly that these placements are tentative—minor adjustments may still occur before the school year starts—but such notice should not come as a shock. Drastic or last-minute surprises erode trust.
Principals have an ethical obligation to base staffing decisions on what is best for the entire school community. Personal favoritism, petty grievances, or change for its own sake have no place in staffing. Every decision should be intentional, well documented, and tied to student learning and school goals.
Because staffing choices are among the most consequential administrative actions each year, they can strain relationships. Not every teacher will be pleased with their projected assignment, so principals must acknowledge and respect staff concerns. This does not mean indecision; rather, it means creating genuine opportunities for teachers to voice their perspectives so they feel heard.
Teachers watch how colleagues are treated during staffing season, and the ripple effects of those decisions can last for years. Being deliberate and humane in the process preserves morale and supports long-term stability.
Acquiring Information
Principals should collect staff preference forms that allow teachers to state their hopes for next year’s assignments. These preferences are a vital part of the process and should be taken seriously. At the same time, the principal will weigh those preferences against school needs and district allocations and ultimately decide where each teacher best fits.
Information gathered from conversations, classroom visits, and preference sheets helps the principal assemble the staffing puzzle over time. The larger frame—enrollment projections and staffing allocations—typically comes from the district, so principals must coordinate with district data while shaping a local staffing plan that supports student outcomes.
Assembling The Team
Staff movement can be internal—switching grade levels or subject areas—or external when teachers pursue positions elsewhere. Many teachers will be happy to remain in their current roles. While principals must prioritize the school’s needs, they should also remain mindful of individual teachers’ professional goals and career development.
Encouraging growth and risk-taking helps cultivate a vibrant school culture. If a teacher seeks a new role, be honest about the internal or external opportunities you would support. Losing a valued staff member may be difficult in the short term, but former colleagues who feel respected often become important advocates for the school and its leadership.
Prioritizing Communication
Rumors can proliferate during staffing season, so consistent, careful communication is essential. Decide intentionally which updates should be shared in staff meetings and which conversations require private, one-on-one communication. Use electronic communication sparingly for staffing specifics—reserve it for reminders about timelines, deadlines, and general procedures rather than sensitive assignment details.
Early, candid conversations are valuable. If a teacher’s preference cannot be accommodated, communicate that respectfully and promptly. Avoid giving false hope or vague assurances; teachers deserve to know if they should pursue opportunities outside the school sooner rather than later, since delayed notice can limit their options.
Overarching Thoughts
When teachers apply to other schools, principals must be both supportive and truthful about the reference they will provide. Promising strong support and then delivering a lukewarm recommendation undermines trust and damages professional credibility.
Similarly, principals should be forthright in conversations with administrative colleagues about staff who are seeking external positions. Inaccurate or exaggerated statements can permanently harm a principal’s reputation. Honesty and consistency should guide every aspect of staffing communication.
Some staff turnover is healthy and natural; however, a large number of teachers seeking to leave may indicate deeper issues. A mass exodus often reflects problems with leadership, climate, or support and should prompt thoughtful, honest self-reflection and corrective action.
Ultimately, successful staffing season combines clear processes, ethical decision-making, open communication, and genuine care for teachers as professionals. When principals lead with transparency and respect, they protect school culture, retain trust, and position the school for a strong start in September.
About the authors
Jamie Bricker and Jack Barclay are retired school principals who live just outside of Toronto, Ontario. They co-host the Matters of Principal podcast.
This article was originally published by The Learning Counsel, a research institute and news media hub focused on providing context for the shift in education to digital curriculum.