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The Critical Role of Principals as Literacy Leaders

Mar 13, 2025

Guest article by Matt Renwick

How important are principals to the outcomes of students as readers, writers, communicators, and thinkers? Educator Michelle Caracappa notes "the important role the principal plays in enacting and advancing instructional improvement," highlighting actions effective school leaders take that lead to positive outcomes. For example:

Co-developing a shared vision of high-quality instruction
Leveraging other leaders such as instructional coaches to support teachers in enhancing their performance in service of that vision

The Power of Principal Messaging

As a former principal, I found what Michelle shared to be on point. The following quote particularly resonated with me:

"Principals' messaging shapes teachers' perceptions of the reform to such an extent that these messages can impact whether and how teachers ultimately adopt, adapt, or reject district-level policies or approaches within the walls of their classrooms. When leaders leverage frames that resonate with teachers, teachers are more likely to respond by adopting the frame as their own and championing instructional change efforts."

For example, I co-led the implementation of a new literacy program in our elementary school. Messaging was crucial. The importance of commitment was communicated verbally, visually, and physically.

I used metaphors such as a school of fish to stress the need of all teachers, wherever they were in the implementation process, to keep swimming in the same direction while being responsive to individual students.

During the school year, I would come back to visuals like a school of fish in presentation materials during meetings and PD. It was an anchor and our reminder about our vision for curriculum coherence.

Leadership in Action

Communicating with clarity led to taking next actions toward the vision. For example, sitting in on professional development facilitated by others around the new curriculum sent a strong message to the faculty that this was a priority for me.

Additionally, I would make informal classroom visits to observe the implementation of the literacy program. I would interact with teachers like a coach, encouraging reflection and self-directedness as they worked with the new resource.

It wasn't any one of these things that influenced the implementation; it was everything, both my actions and my words, working with integrity toward a common vision.

Historical Context and Current Research

Historically, instructional leadership actions like these have not been the norm in schools. For instance, literacy education professor Tim Shanahan acknowledges his misstep in not including principals right away in previous literacy initiatives.

"A major error in my Chicago Reading Initiative experience was not pulling the principals in early enough or thoroughly enough. My attentions were laser focused on hiring coaches and readying them for their important role. I eventually turned my thoughts to the principals, not just to try to smooth the way for the coaches, but to try to help them to have a bigger and more positive impact on their school's reading achievement."

Current research shows that Shanahan’s instincts were correct. For instance, the authors of the 2021 Wallace Report, "How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research", were confident around the importance of professional development for school leaders,” write:

"[I]f a school district could invest in improving the performance of just one adult in a school building, investing in the principal is likely the most efficient way to affect student achievement." (p. 40)

One of the most interesting findings from the analysis to support the above statement: Replacing a below average principal with an above average principal equated on average to a gain of 2.7 months in student reading achievement (in a standard nine-month school year).

Why Principals Need Literacy Knowledge

The leadership competencies identified by the study do not explicitly call out literacy or any other discipline as essential knowledge for principals.

However, what I have learned as a site-based administrator at both the secondary and elementary level is, without a deep knowledge about literacy, my influence as a literacy leader is limited.

Essential Leadership Competencies and Literacy Knowledge

Engaging in instructionally focused interactions with teachers: Lacking familiarity with the terminology within literacy instruction, my conversations with teachers about instruction in this area would have lacked depth and understanding.
Facilitating collaboration and professional learning communities: How would I have known that collaboration is leading to better student outcomes, if I did not understand what types of outcomes to look for and prioritize within literacy?
Managing personnel and resources strategically: Without a solid knowledge base in literacy, I would have lacked a critical lens for hiring the best teachers to support this work. Likewise, when teachers requested resources, how would I have evaluated them for impact without an understanding of evidence-based literacy practices?

Conclusion

I realize this might be a large ask for some principals, but it's not impossible. To achieve the vision of opportunity, achievement, and excellence for all students, I must believe that it is possible for leaders to deeply understand literacy.

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About the author

Matt Renwick is a systems coach for CESA #3, an education service agency in Fennimore, Wisconsin. During his 20-year career in education, he has served as a principal in two Wisconsin elementary schools and as a middle grades vice principal, teacher and athletic coach.

Matt is the author of Digital Portfolios in the Classroom: Showcasing and Assessing Student Work (ASCD, 2017) and Leading Like a C.O.A.C.H.: Five Strategies for Supporting Teaching and Learning (Corwin, 2022). He writes frequently for MiddleWeb and on his Substack, Read by Example.