Still Waiting for “Superprincipal” - Examining U.S. Policymaker Expectations for School Principals, 2001-2011

Oct 15, 2026

Uploaded by ahduag

A historical study examines U.S. policymaker expectations for school principals during 2001-2011, a decade marked by increased K-12 accountability. Using principal-centered reform documents and policies, the research maps themes across the period and identifies a recurring policy framing of the principal as the focal point of school improvement, a leader who delegates, and the individual ultimately responsible for school results. The analysis argues that these themes intensified the “superprincipal” expectation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Research Question and Method

Three Policy Themes

Still Waiting for “Superprincipal”: Examining U.S. Policymaker Expectations for School Principals, 2001-2011 Craig Peck Ulrich C. Reitzug University of North Carolina Greensboro Deborah L. West Eastern Kentucky University This study seeks to understand US policymaker expectations regarding principals during a decade of increased school accountability. We used historical methodology to map connections and locate themes among principalcentered reform documents and policies from the past ten years. We found that policymakers framed the principal as someone who: (1) serves as the focal point of school improvement initiatives, (2) delegates leadership to others, and (3) accepts ultimate individual responsibility for school results. We contend that, in the end, these three resonant policy themes from the decade intensified rather than softened the notion of school leader as superprincipal. The study concludes by considering implications. INTRODUCTION If America’s schools are going to deal affirmatively with the problems of candidate supply and attract strong, competent leaders into the ranks of school administration, we must deflate the pervasive myth of principal as everything to everyone. Michael Copland (2001)“The Myth of the Superprincipal ”(p. 532). Our principals today, I think, are absolutely CEOs. They have to manage people. They have to be first and foremost instructional leaders. They have to manage multi-million dollar budgets. They have to manage facilities. They have to work with the community. The demands and the stresses on principals have never been greater… US Secretary of Education Arne Duncan, quoted in The Wallace Foundation (2010)“Education Leadership: An Agenda for School Improvement ”(p. 22). This study is grounded in the notion that studying past educational policy debates, implementation approaches, and reform activities can help us understand the complexities of current change efforts in K-12 education, as well as the potential for future progress (Cuban, 2010; Hess, 2010; Tyack & Cuban, 1995) . Specifically, we sought to understand United States (US) policymaker expectations regarding principals over the past decade, as test-score-derived accountability became systemic and pervasive. Previous historical accounts have centered on NCPEA Education Leadership Review, Vol. 14, No. 1– March 2013 ISSN: 1532-0723 © 2013 National Council of Professors of Educational Administration the principalship, including Kafka (2009), who provided a concise longitudinal overview that showcased the fact that principals played an important role in schools long before the decade of 2000-2010. Rousmaniere (2007) called on historians to produce more relevant studies of the position. Broad historical overviews such as Brown (2005) and Beck and Murphy (1993) provided insight into how public beliefs regarding the importance of school principals have remained constant even as role expectations have changed. In terms of the origin of the term“superprincipal,” early appearances in the late 1970’s (Schroeder, 1977; Weldy, 1979) preceded references in later decades. At times, authors invoked the term as a main article focus (e.g. Chamley, McFarlane, Young, & Caprio, 1992; Copland, 2001), while at other times authors referenced the concept within the context of a broader analysis of the principalship (e.g. Adams & Copland, 2007; Grubb & Flessa, 2006) . Our study augments principal-centric historical scholarship as well as studies focused on the “superprincipal” by presenting how the last decade’s policy talk and action have manifested the idea that school leaders should (if not must) possess heroic qualities. Our study also adds to existing research literature regarding the effects of accountability policy implementation on school leaders by detailing an emerged, accountability-infused policy context that has helped sustain the belief that only“superprincipals” need apply. Spillane, Diamond, Burch, Hallett, Jit

FAQs

What is the study’s main purpose regarding school principals?

The study aims to understand U.S. policymaker expectations for principals across 2001-2011 as accountability became systemic.

Which three policy themes does the study identify?

Policymakers frame principals as (1) the focal point of school improvement, (2) leaders who delegate leadership, and (3) individuals who accept ultimate responsibility for results.

What method does the study use to analyze reform efforts?

The study uses a historical methodology and a qualitative technique to create textual maps that track how reform ideas gained visibility through policy documents.

Oct 15, 2026

Uploaded by ahduag