Education Week - September 2, 2020 - 6

By Lesli A. Maxwell &
Denisa R. Superville
The physical and emotional strain
of the coronavirus pandemic is taking
a steep toll on America's principals,
with a large share saying they are
speeding up plans to retire or otherwise leave the profession.
Forty-five percent of principals said
that pandemic conditions are prompting them to leave the job sooner than
they had previously planned, according to a new survey from the National
Association of Secondary School
Principals. A slightly larger share-46
percent-said the pandemic has not
changed their plans to stay in or leave
the profession.
The prospect of a sudden and widespread turnover in school leadership
would deal a tough blow to an education system already in upheaval because of the pandemic. It would also
exacerbate an already high level of
churn in the profession.
A report from NASSP and the
Learning Policy Institute earlier this
year found that nearly 1 in 5 principals
turn over each year, largely driven by
challenging working conditions and
too little support and professional development, among other factors.
Within the group of leaders who
said they are now weighing leaving
the profession, 22.8 percent said the
working conditions in the pandemic
sparked their thoughts of leaving the
job for the first time. Slightly more
than 17 percent said the pandemic
has moved up their plans to leave
within 1 to 2 years. And 5 percent said
they would leave the job as soon as
possible. Those findings were consistent across leaders in elementary,
middle, and high schools.

Reasons Vary
The specific reasons respondents
said they were planning to leave included a lack of leadership and support for carrying out their responsibilities in such chaotic conditions and
health concerns for themselves, their
staff, and their students.
School leaders are worried about
their health, the health of their
spouses, who may have underlying
medical conditions, and the constantly changing guidelines and policies that are adding more stress to
an already stressful job, said Ernest
Logan, president of the American
Federation of School Administrators,
a national union for principals. Some
are worried about liability and what
happens if they will be held personally responsible if a student or employee gets sick.
"There is enough stress running a
school every day," Logan said. "What
you are starting to see is that people
who would have worked until their
60s are saying, 'You know what, I
don't need this aggravation.' "
Nadia Lopez, 43, made the choice
to leave in July. Lopez had been the

principal of Mott Hall Bridges Academy, a public middle school in the
Brownsville community in Brooklyn,
since its founding in 2010.
She-and her school, situated in
one of the poorest communities in
New York City-became famous
nearly overnight in 2015 when a student, Vidal Chastanet, was photographed and interviewed by Brandon
Stanton, the creator of Humans of
New York. Vidal, then 13, told Stanton that Lopez had been the greatest
influence in his life.
Just before that story went viral,
Lopez was ready to quit. The stress of
the job had taken a toll on her physical health. The response to Vidal's interview and the outpouring of public
support for her mission-driven leadership of the school kept Lopez from
leaving. She was invited to the White
House. She was featured in national
magazines. But the pressure and
stress didn't diminish.
"It was the unfortunate circumstance of fame where people were
looking to me for all the answers,"
Lopez said in an interview. " 'If you
leave, what will happen to all these
kids?' I stayed because I didn't want
that to be the story. I stayed because
I didn't want the kids to think I was
abandoning them."
Fast forward to May 2019. Still running the school, Lopez had developed
a serious kidney disorder.
She went on medical leave and
had major surgery several months
later. An interim principal was leading the school during the summer,
fall, and winter of 2019-20. Then the
pandemic hit, the mayor ordered all
schools to close, and principals and
teachers had to quickly start up remote learning.
"I thought about my team, who
were fearful. The one thing I could
do is jump in and support them, to
build a virtual learning program out
of nothing," Lopez said.
At the same time, virus-related illness and death were ravaging New
York, and the Brownsville community was hit hard, she said. "We had a
teacher whose grandfather died from
COVID in her house minutes before
she was supposed to teach," Lopez
said.
Lopez began mobilizing mental
health and other supports for teachers and students and their families.
She started a night school for 20 students who couldn't get online during
the regular school day. Soon, she was
back to working 12 hours a day, skipping meals, and barely stopping to
use the bathroom.
Her doctor told her she needed to
remove the work stress. She resolved
to get through the end of the school
year. Then, she said, she would resign. She stepped down last month.
"I'm a human being with a family,"
Lopez said. "At the end of the day, if
I died in this position, who would
take care of them? It really came
down to that."

6 | EDUCATION WEEK | September 2, 2020 | www.edweek.org

Whitney Curtis for Education Week

COVID-19 May Drive
Principals to Quit

Diana Rea, the principal of Du
Quoin Elementary School in Du
Quoin, Ill., had planned to retire
in about four years, when she'll be
58. And while she hasn't officially
changed her mind about leaving, the
coronavirus pandemic has "kind of
made me wonder if I want to wait another four years," Rea said.
"I do reach that magic age this spring
when I can retire," said Rea, who will
be 55 next April, the age that Illinois
principals can retire. "And it does put
the question in my mind, 'Can I keep
this up for another three years or have I
kind of reached my end? Is this where I
finish and let someone else take over?'
Because it's huge."

Weighing an Early Exit
Rea, who has been in public education for more than three decades, has
been the principal at the 440-student
Du Quoin Elementary since 2014.
She described the summer months
getting ready for the new school year
as "never-ending" and a "marathon."
She took only five to seven days off,
and even on those vacation days, she
worked from home: emailing parents and teachers, setting up training for teachers, creating schedules,
and doing other school-related work
as she got ready to return to school
under a new hybrid model.
And how school would start and
under what polices were constantly
moving targets, forcing the team to
return to the drawing board several
times to modify existing plans or
come up with new ones, she said.
"Every three weeks, we would get
some sort of new guidance-here's
how you're going to have school,
these are the things you need to be
thinking about, these are the policies
you need to have in place," she said.
"It's like in the circus, having all of
these plates spinning on the top of
the needle. I felt like I could not keep
all of the plates spinning-something
was going to fall. I have never felt that
way."
"Just having that moving target all
summer long was incredibly stressful," she said.
A principal whose leadership is built
on coaching teachers and match-

ing instruction to students' needs-
whether they are gifted students and
need challenging or additional classes
or struggling learners and need additional support-Rea said it's difficult
to offer those supports in the current
environment, where students are in
school twice a week for five hours a
day and then engage in remote learning on the other days.
Still, Rea said she's committed to
her staff, students, and families as
they navigate this new way of schooling. She doesn't think it's the right environment to make a decision.
"I know I can make a difference in
the lives of my students, and I can
help my teachers be the successful
teachers that they want to be," she
said.
"Our community is depending on
us to do our jobs. I want to be here to
in order do that for my community ...
They trust me. I've had parents tell
me that- 'I trust you. I know that
what you're doing is what's best for
our students.' For them to reach out
and say, 'I trust you, you are doing the
right thing for our kids,' that helps.
That helps me to know I've got
support from the parents in my community. But I'll be honest, when my
birthday comes around in April, and
I reach that magic age that I really
can say I'm done-it's tempting. It's
very tempting just because I know
the huge upheaval we're going to have
over the next two or three years."

Turnover Already a Challenge
In its survey of 1,020 principals in
mid-August, NASSP also asked what
conditions specifically were pushing
school leaders to rethink their time in
the job. Many cited the chaos of operating their schools in a pandemic
amid confusing, often contradictory
guidance that is constantly shifting.
The conditions, said one principal,
"make it near impossible to plan for
the year. Parents and community
members are frustrated and blame us
for the constant changes being communicated."
Others said the responsibility of
making decisions that can put their
staff members at risk of illness or
death weigh heavily.

Principal Diana Rea, right,
speaks with 4th grade
teacher Mandie Davis at Du
Quoin Elementary School in
Du Quoin, Ill. Rea, 54, said she
planned to retire at 58, but
she is questioning if she'll be
able to hang on that long
with the added stress the
pandemic has created.

The unprecedented leadership
challenges that COVID-19 presents
may further erode a talent pool that's
already plagued with churn. Nearly
half of new principals leave their
schools after three years. Almost 20
percent leave every year.
And though they may move on to
another school, many leave the job
entirely, according to recent research
on a large set of school leaders in
Texas. When principal talent moves
on, or is lost altogether, it's a blow to
districts and states that invest millions of dollars to prepare and hire
new leaders every year.
An exodus of experienced principals with so much institutional
knowledge and connections and
the loss of possible mentors for a
younger generation of school leaders are major concerns. Older principals often run district professional
development and have spent years
building up trust in the community,
getting to know parents, students,
local powerbrokers, and others who
help with everything from budgets to
donations. All of that could disappear
when older principals leave in droves,
Logan said.
"You can't regain that," he said. "It
takes a long time to build that up."
So how can districts and decisionmakers move quickly to stem the
tide?
Remove the politics. Include
principals in major decisionmaking
about operations. Be guided by data.
Be honest and clear about plans and
give principals the resources they
need to make those plans work,
whether it's to buy PPE for staff or an
adequate supply of cleaning materials, Logan said.
"Don't do that, and they'll be out
the door."


http://www.edweek.org

Education Week - September 2, 2020

Table of Contents for the Digital Edition of Education Week - September 2, 2020

Education Week - September 2, 2020
Briefly Stated
Contents
Trump Targets History Class, School Choice In Making His Bid for Second Term
Deemed ‘Essential Workers,’ Some Teachers Told To Skip Quarantine After COVID-19 Exposure
Covid-19 May Drive Principals to Quit
Should Schools Suspend Sports? The Debate Is Getting More Tense
Quality Counts: Grading the States
TABLE: Grading Summary
TABLE: K-12 Achievement
Will Learning Pods Be Only for the Rich?
We’re Teaching Digital Citizenship All Wrong
EdWeek Top School Jobs
The Hidden Racism of Our School Financing System
Education Week - September 2, 2020 - CW1
Education Week - September 2, 2020 - CW2
Education Week - September 2, 2020 - Education Week - September 2, 2020
Education Week - September 2, 2020 - Briefly Stated
Education Week - September 2, 2020 - Contents
Education Week - September 2, 2020 - Trump Targets History Class, School Choice In Making His Bid for Second Term
Education Week - September 2, 2020 - Deemed ‘Essential Workers,’ Some Teachers Told To Skip Quarantine After COVID-19 Exposure
Education Week - September 2, 2020 - Covid-19 May Drive Principals to Quit
Education Week - September 2, 2020 - Should Schools Suspend Sports? The Debate Is Getting More Tense
Education Week - September 2, 2020 - Quality Counts: Grading the States
Education Week - September 2, 2020 - 9
Education Week - September 2, 2020 - 10
Education Week - September 2, 2020 - 11
Education Week - September 2, 2020 - 12
Education Week - September 2, 2020 - TABLE: Grading Summary
Education Week - September 2, 2020 - TABLE: K-12 Achievement
Education Week - September 2, 2020 - 15
Education Week - September 2, 2020 - Will Learning Pods Be Only for the Rich?
Education Week - September 2, 2020 - We’re Teaching Digital Citizenship All Wrong
Education Week - September 2, 2020 - 18
Education Week - September 2, 2020 - EdWeek Top School Jobs
Education Week - September 2, 2020 - The Hidden Racism of Our School Financing System
Education Week - September 2, 2020 - CW3
Education Week - September 2, 2020 - CW4
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