Principal certification administrative certification f gas regulations r22


To effectively inspire their students, principals must have a complete knowledge of the leadership skills involved in planning the direction and goals of a school. During the certification process, potential principals must prove their understanding of leadership, and how their clear vision of a school inspires and engages teachers to realize the school goals.

In establishing goals, potential principals must demonstrate an ability to use various types of information, such as demographic data, school climate, school inventory, student achievement data, and emerging issues affecting education to develop a school vision and create a plan to implement that vision.

The certification process asks potential principals to explain their communication strategies and collaboration plans with the school. A significant part of a principal’s job is to communicate plans and ideas to faculty, parents, and students, so they must demonstrate knowledge of interpersonal skills.

Potential principals must demonstrate ways of implementing comprehensive community relation plans, with respect to how to communicate and work effectively with diverse groups in the school community to ensure equal opportunities for success.

In addition to being a strong leader, principals must themselves be effective teachers. During certification, potential principals are tested on their knowledge of motivation theory, teaching and learning theories, and principles of curriculum development.

By understanding learning and teaching theories, principals are prepared to impart these educational philosophies on their teachers, analyzing and interpreting classroom issues. By evaluating these issues and applying their knowledge of teaching strategies, principals are most prepared to bring change and improvement to the classroom setting.

Through promotion of critical thinking and problem-solving skills with their staff, principals recognize strengths and weaknesses in their teachers. During the certification process, potential principals must identify ways of identifying these strengths and weaknesses and using critical thinking to improve these.

Potential principals must identify a number of the supervisory models they will use to monitor their staff. These include peer coaching models, developmental models, and how structural factors like class scheduling might be adjusted to improve classroom efficacy.

This includes knowledge of laws and regulations that affect policy implementation, and potential barriers to a school’s vision. They must understand how these regulations and laws will affect the students, faculty, and administration of a school.

The road to becoming a school administrator is challenging and demanding, but rewarding as you see your school vision come to fruition. For more information on how to become a certified school administrator, visit the map of state teaching/administrator licensing requirements. What makes a "good" principal?

Some people believe that certain individuals are natural-born leaders, and that this born leadership carries them through their careers. But the reality is that leadership is often learned over time, and developed through experience, perseverance, and dedication.

In the study, authors Joseph Blase and Jo Blase surveyed over 800 teachers who identified what they said were marks of effective principals. Many of the teachers responded that principals who promoted reflection in teachers provided the most help and inspired improvement in the teachers.

The first characteristic of an effective principal is making suggestions. Principals who listen, share experiences, and use examples when talking to teachers are thought to improve teacher motivation, self-esteem, and sense of job security. Teachers appreciate a principal’s views on teaching methods and take suggestions to heart.

Teachers also noted that principals who gave feedback to be most helpful in improving the school climate. The researchers write that principals are able to “hold up a mirror” to teachers and act as critical friends who engage in “thoughtful disclosure” with teachers. Feedback is generally concerned with classroom behavior, and leads to increased teacher reflection, innovation, and instructional variety.

Researchers discovered that teachers love to watch effective principals demonstrate teaching techniques in the classroom, modeling positive interactions with students and trying new methods. One teacher reported that watching a principal teach was “a joy” and said that she valued his insights to teaching.

Teachers also appreciate when principals use a questioning approach with teachers, soliciting teachers’ advice about instructional matters. Principals who directly involve teachers in planning and organizing curriculum goals improve teachers’ motivation and efficacy.