By Jamie Bricker and Jack Barclay
In our previous column, The Pillars of Principalship, we examined the foundational systems and structures that support day-to-day school operations. In this follow-up, we focus on the human elements of effective school leadership: the relationships principals must intentionally build and sustain with staff, students, and families. Strong, servant-minded leadership emphasizes supporting others’ growth while holding everyone to high professional standards.
1 — Student Matters: Clear Expectations and Consistent Support
Teachers need to know that when student behavior crosses a line, the principal will respond quickly, fairly, and decisively. Early in the year, set high expectations for conduct and communicate them consistently across the school. At the same time, recognize each situation’s unique details and respond with nuance where needed.
When staff report incidents, principals must validate that teachers are presenting the facts, not merely offering a subjective “version of events.” Avoid framing concerns as a simple “he said/she said” conflict; doing so undermines staff credibility and erodes trust. If teachers feel their concerns are dismissed, they will either handle issues in isolation or stop addressing them altogether—both outcomes damage school culture.
2 — Parental Matters: Navigating Emotion with Fairness
Interactions with upset parents are often the most charged and delicate meetings a principal will handle. Parents understandably bring strong emotions when their child is involved, and administrators must balance openness, decisiveness, and fairness while ensuring teachers feel supported.
The most difficult parent conferences arise when a teacher’s judgment was clearly questionable. In those moments, transparency and follow-up are essential. After a challenging meeting, connect with the teacher to review what happened, reiterate the school’s position, and outline concrete steps and supports to prevent a similar incident. Honest, compassionate debriefs preserve relationships and foster professional growth.
3 — Personal Matters: Compassion When It Matters Most
“Family comes first” is more than a slogan; it’s a promise principals should demonstrate through actions. An administrator’s most lasting influence often comes from how they respond when a staff member faces personal or family hardship. Staff will remember—and share—how they were treated during difficult times, and those stories shape the school’s culture and reputation.
Leaders should respond with genuine empathy and clear boundaries: express care, offer appropriate support, and be honest about what the school can provide. Consistent, compassionate responses build trust and reinforce a culture where people feel safe asking for help.
4 — Inspire Growth: Encourage Development, Even When It Means Letting Go
Principals should expect and welcome staff growth, even when that growth leads talented teachers and leaders to pursue opportunities elsewhere. Encouraging advancement signals that the school values development, builds stronger teams, and raises expectations for future hires. Staff who see growth being celebrated are more likely to engage in continuous improvement.
At the same time, principals must be candid when someone seeks a role they are not yet ready to fill. Supporting advancement for individuals who lack the experience or skills needed sets them up to fail, weakens the organization, and ultimately damages trust. Honest conversations about readiness and concrete development plans are more supportive than premature promotions.
5 — Ensure Accountability: Monitor, Communicate, and Follow Through
Accountability is essential to a healthy school culture. While teachers may use diverse instructional approaches, everyone must meet the same professional standards and commitments agreed upon by the staff. Principals play a central role in monitoring adherence to school routines, timelines, and collective goals—because what gets measured and reviewed gets done.
Committed teachers lose morale when colleagues repeatedly miss deadlines or bypass agreed practices without consequence. To prevent that erosion, make meetings purposeful: set clear objectives, encourage candid discussion, and close with agreed actions and timelines. Support different teaching styles, but insist that everyone fulfills their responsibilities to the best of their abilities.
About the Authors
Jamie Bricker and Jack Barclay are retired school principals who live just outside Toronto, Ontario. They co-host the Matters of Principal podcast and draw on decades of school leadership experience to offer practical advice for current administrators.
Originally published by The Learning Counsel, a research institute and media hub focused on the shift to digital curriculum in education.