By Jamie Bricker and Jack Barclay
As the school year progresses, many initial plans are already in motion. Implementation alone, however, does not guarantee meaningful results. At this stage, school leaders must actively monitor priority initiatives, celebrate successes, identify issues, and revise plans thoughtfully rather than abandon a chosen direction at the first sign of difficulty.
Effective leaders test and refine practices while maintaining a clear focus. They hold teams accountable and encourage continuous improvement. By contrast, indecisive leadership that frequently shifts priorities breeds confusion and frustration among staff and students.
Revisions to plans should be driven by both quantitative and qualitative evidence. Quantitative data—assessment scores, attendance rates, incident reports—are easy to collect and analyze, but they often lack the contextual nuance needed to understand why results are occurring. That’s why principals must routinely gather qualitative data: observe classrooms, listen to staff and students, and hold candid conversations that reveal the lived experience behind the numbers.
A core part of monitoring is creating a culture where giving and receiving focused feedback is normal. Principals should encourage staff to reflect on their practice and share honest perspectives about initiatives. When the principal participates directly in these discussions, it improves schoolwide implementation and strengthens the principal’s credibility. In short, leaders should model the behaviors they expect—engaging in respectful, actionable dialogue about improvement.
Monitoring is an ongoing cycle that raises school accountability. While each school will have unique priorities, there are several universal areas every principal must monitor closely to ensure a safe, supportive, and effective learning environment.
#1 – School Climate
Principals need to keep a regular pulse on the school’s climate. Surveys during the year give a broad sense of stakeholder perceptions, but leaders should also conduct classroom and school walkthroughs, engage in conversations with staff and students, and watch daily interactions. The essential questions to answer are: Do students feel safe? Do staff feel supported? Do parents feel listened to?
#2 – Student Conduct
Behavior shapes both safety and learning. While a clearly communicated code of conduct is necessary, consistent enforcement of expectations and consequences is far more important. Student conduct ranges from everyday classroom behavior to serious incidents that may require external intervention. Principals must respond proportionately, document decisions carefully, and consider the short- and long-term effects on students, staff, and families.
#3 – Student Academics
As the instructional leader, the principal is ultimately responsible for the accuracy and integrity of student assessment. Grades and report card marks should reflect objective standards and demonstrated learning rather than relative ranking within a classroom or grade level. Regular academic check-ins with teachers and support staff help ensure that interventions are in place and that parents are kept informed about significant learning challenges and the plans to address them. For students with documented special needs, leaders must verify that agreed-upon modifications and supports are actually being implemented.
#4 – Budget Allocation
Principals also serve as financial stewards. Budget decisions should align with school priorities and be made transparently in collaboration with staff. Major purchases must support the school plan, and funds should be distributed equitably across divisions and throughout the school year so current students benefit from allocated resources. While it can be prudent to reserve funds for multi-year investments, most resources should be used to meet this year’s needs.
#5 – Teacher Appraisals
Teacher evaluation is an ongoing process, not a single event. Scheduled appraisals should be supported by frequent walkthroughs, professional dialogue, and regular review of student outcomes so principals have a clear, evidence-based view of classroom practice. When performance concerns arise, principals must address them directly and respectfully, balancing support with appropriate accountability. Failing to address substandard performance undermines students’ learning and damages staff morale. Significant corrective actions should be handled discreetly and with the backing of district leadership to minimize divisiveness.
About the authors
Jamie Bricker and Jack Barclay are retired school principals living near Toronto, Ontario. They co-host the Matters of Principal podcast and draw on extensive practical experience in school leadership and improvement.