You need basic working knowledge. Not happening at many schools.Anonymous wrote:You don't need to be at the expert level only the ability to manage, supervise and hold those responsible who are knowledgeable. Case in point many of our wonderful hospitals are operated by those who don't necessarily hold medical degrees.
Anonymous wrote:My wife has worked for 5 DCPS principals at 4 schools. Only one knew early childhood well. Two others actively sought to "correct" what the ECE teachers were doing with terrible practices for young kids (demanding more seat work, less outdoor time, less unstructured time in general). The last two listened to their experienced ECE teachers or had an AP who was experienced in ECE.
To the PP who said no one should expect principals to know all the grade levels -- Clearly. But within an admin TEAM, at least one should have ECE knowledge.
At the very least, principals should stay in their lane and not tell teachers to keep 3 year olds in the seats longer. Gah.
I don't think that is an expectation.Anonymous wrote:How can a principal be an expert at every different academic field that his/her teachers are responsible for? For instance, look at Banneker or CHEC. Can Berger or Tukeva have detailed knowledge about every subject that takes place at their schools? From physics to sex ed to French to calculus? Not likely.
YES! Just read their bios. Many majored in fields like Business or Poli Sci before changing over to get a Leadership Degree in Education. Then only worked a couple of years with upper grade students or Middle schoolers. I wish the days of a principal being in the classroom a minimum of ten years still applied today.Anonymous wrote:http://www.edcentral.org/elem-principals-prek/
Any truth in this? Seems important that our elementary principals would know about what's going on in our Pre-K classrooms.