COMPARATIVE ROLES OF THE PRESIDENT AND PRINCIPAL
PRESIDENT
² Assists the board in the ongoing assessment and development of the mission
² Articulates and promotes the mission, vision and Catholic identity of the school to the school’s publics (institutional advocacy)
PRESIDENT
² Chief Executive Officer (CEO) (administrative officer to the board)
² Directs the implementation of board, (arch)diocesan, state, and regional plans and policies (“big picture”/vision/future )
² Directs the institutional (external and non-educational) aspects of the school operation:
o Institutional advancement operations
o Fiscal and business operations
o Physical plant operations
o Capital improvements
o Liaisons to board, diocese, parishes, community
o Spiritual/professional growth of staff
PRESIDENT
² Works with the board in developing personnel policies
² Hires, evaluates and dismisses the principal, business and development office personnel
² Initials all employee contracts and work agreements
PRINCIPAL
² Integrates the mission and Catholic identity into all facets of the teaching-learning process and student life
PRINCIPAL
² Chief Operating Officer (COO) (reports to president, not the board)
² Implements plans and policies as these relate to the faith community affairs, academic affairs, and student affairs of the school
² Directs the educational (internal/day-to-day) aspects of the school operation:
o Curriculum and instruction
o Campus ministry
o Guidance and counseling
o School climate and discipline
o Student life extra-/co-curricular activities
o Parent relations
o Spiritual/professional growth of faculty
PRINCIPAL
² Implements and monitors personnel policies
² Consults with the president on all personnel matters
² Hires, evaluates and dismisses administrators, teachers and office staff
² Appoints chairpersons, moderators and coaches
Adapted from CSM
Research by W. Nick and D. Doyle
1. Support from the Board of Directors/Trustees (especially with regard to making a case for implementation of the model).
2. The individuals serving in the two roles need to have congruent educational philosophies, values and commitments to mission.
3. Clear and accurate job descriptions for each position.
4. School constituencies must understand the purpose and function of the model.
5. The two individuals serving as president and principal should have compatible personalities and complementary skills.
6. Even though the roles are distinct, the two administrators should approach the task of administering the school from a partnership frame of reference.
7. Frequent formal and informal, face-to-face communication and consultation must be maintained.
8. The school community must see visible benefits to using this model (such as improvement in instruction and programs, improved personnel and student services, successful fundraising, future planning and improved communications and public image. Without these visible benefits, the constituencies perceive the administrative structure as being top-heavy and overly expensive).