New principals find leadership requires adaptability |
First-time principals are stepping into leadership roles at a critical time for public education. Whether rising from assistant principal posts or entering from nontraditional backgrounds, leaders like Jesus Sandoval in Minnesota and Anthony Peddle and Alexandra Miller in Ohio are navigating student needs, teacher dynamics, and budget constraints amid federal education uncertainty. Sandoval, motivated by a desire to reach more students, emphasizes visibility and direct engagement. Peddle, promoted after a sudden retirement, balances teacher resistance and staff development while prioritizing work-life boundaries. Miller, a former teacher at her school, stresses relationship redefinition and inclusive decision-making, introducing teacher-led committees and feedback tools. All three principals highlight how leadership training can’t fully prepare one for the job’s realities—especially when managing veteran staff or navigating data systems. Their advice: listen, communicate clearly, and build trust.