In the never-ending quest to improve our country’s education system, we often turn to policymakers, researchers and district administrators for solutions. While their contributions are undoubtedly valuable, we tend to overlook a critical source of insight and expertise: school principals.
School principals navigate firsthand evolving district, state and federal policies, gaining a deep understanding of which ones truly make a difference, which fall short and which have unintended consequences. They are instructional leaders, community-builders, role models and drivers of student success. In fact, research shows that the principal’s role is one of the two most important school-related factors influencing student achievement.
It’s essential that we make a concerted effort to learn from principals, especially those with proven track records of making a difference in student achievement and enriching the lives of students and families.
Many of these principals are part of a growing “community school” movement — a bipartisan strategy that organizes the resources of a school and its community around student success. Both red and blue states are making significant investments in community schools. Their collective work can serve as a useful blueprint to help other principals adapt to the shifting federal mandates and potential decreases in funding under the Trump administration.
Community schools embrace a holistic approach, recognizing that factors beyond the classroom walls significantly impact learning. Principals who lead community schools build systems, structures and partnerships to address academic challenges and out-of-school barriers to learning.
In preparation for my forthcoming book, I interviewed over 40 community school principals nationwide. Their experience and insights revealed several key characteristics and best practices that should be heard — and heeded.
First, community school principals embody cross-boundary leadership, meaning they work actively across traditional school boundaries to empower and mobilize leaders. Rather than focusing solely on internal school staff, these community school principals recognize the importance of building strong relationships with families, community organizations and local resources.
To identify the right partners and understand community priorities, effective community school leaders often engage their staff to learn more about what their communities need. This assessment process is crucial for determining the needs and strengths of the community and aligning partnerships.
Second, community school leadership is grounded in collaboration within school walls, with principals empowering others to take ownership and lead. One principal referred to this work as “building mini principals” so that she does not need to micromanage, and so that the entire school team, from assistant principals and clerical staff to teachers and the technology team, are allowed to do their jobs fully.
This collaborative spirit is anchored by a shared vision developed not in isolation but with the community. This collective vision serves as a compass, guiding the school’s efforts and fostering buy-in from all stakeholders.
Third, community school leaders prioritize authentic community engagement, moving beyond simple involvement to meaningful partnerships. They recognize that schools are more effective when communities, families and students are connected. This highlights a core principle of community schools: recognizing and building upon the strengths of students, families and communities.
Finally, community school leaders use data more as a “flashlight” than a “hammer.” Rather than using data solely for accountability, they see it as a tool to illuminate the broad, interconnected factors outside the classroom that can significantly impact students’ educational experiences and outcomes.
Community school principals also involve a diverse group of individuals — such as teachers, families, students and community partners — in the process of gathering, interpreting and utilizing data to inform practice. Involving multiple perspectives helps identify and address the root causes of challenges such as chronic absenteeism and achievement gaps.
This collaborative and reflective approach to data underscores several of the core values of community schools — interconnectedness, shared leadership and continuous improvement grounded in the real needs and strengths of the school community.
Listening to the voices of principals, and especially the deep insights of community school leaders, offers valuable lessons for anyone invested in the future of education.
These principals bring a powerful range of expertise — including in cross-boundary leadership, authentic collaboration, community engagement and data-informed action.
These are bold, practical lessons for transforming schools into not just centers of learning, but vibrant hubs of community support. By actively seeking out the perspectives of these dedicated leaders, we can unlock the potential to create more effective and thriving schools and communities for all students. It is time to listen — and to act on what we hear.
Emily L. Woods is a former K-12 teacher and teacher trainer and an adjunct lecturer in education leadership. She is currently director of education for the Richard K. Lubin Family Foundation, where she advances the benefits of community schools in urban public education.
