The art retention: the best way to hold on to quality school leaders is to make your district a great place to work. Here are some steps you can take to become a "district of choice" in your city or region

Leadership, Jan-Feb, 2004 by Suzette Lovely

It's infinitely clear that organizations today cannot survive without paying attention to their human capital. Retention in any industry is intricately tied to the quality of the work and the relationships formed as the work gets done (Grimme, 2001). Although money is certainly necessary, it's not a sufficient condition to attract, retain and motivate good people. Employees have repeatedly said they value involvement and recognition over salary and wages (Hersey & Blanchard, 1988).

Notice the energy and enthusiasm of many volunteers in your very own district or community. The secret is to pay employees fairly, but treat them incredibly well.

The reputation of a school district and how people feel about working there is the most influential recruitment and retention factor around. When a district is perceived as a "winner," there is a strung desire to be affiliated with it. The easiest way to hold on to quality principals, then, is to turn your organization into a great place to work.

There are many effective administrator retention practices being used in school districts nationwide, but for the most part they are the exception rather than the rule. Given the superhuman expectations placed upon our principals, cultivating strong leaders presents a challenge. Yet, maintaining a vibrant work environment for principals is paramount to a district's longevity.

In the wake of looming retirements, diminishing applicant pools, declining employee loyalty and budget-induced downsizing, survival depends upon holding on to the talent you already have. Therefore, districts must do whatever it takes to boost and retain the leaders in their own backyards.

Becoming an employer of choice

A 1998 Gallup survey found that satisfied employees propagate positive attitudes. Above average attitudes parlayed into 38 percent higher customer satisfaction scores, 22 percent higher productivity ratings, and 27 percent higher profits (Grimme, 2001). Public schools are no different when we compare employee engagement to our bottom line: student achievement, if your school district isn't already an employer of choice for principals, consider these strategies to become one (Basom, 2002):

1. Organize your entire district as a learning community. Provide time and space for principals to dialogue about their craft. A learning community is a place where people constantly look for ways to create a better future together. Being part of a learning community means being part of something larger than yourself. Learning communities stimulate cohesion and inclusion.

2. Train supervisors to identify a true talent. Instead of looking for things principals don't do well, the superintendent and senior managers must learn to concentrate on talent. The best supervisors notice the strengths and potential of their principals. Poor leaders rarely see such things because they are too busy focusing on principals' weaknesses. "Leadership is the liberation of talent, rather than restraint by rule" (Peters & Austin, 1985).

3. Don't be afraid to build relationships with principals. Don Clifton, former CEO of the Gallup organization, surmises that relationships are not inconsequential to a company's outcomes (Clifton & Nelson, 1992). In fact, as relationships improve, the benefits get geometrically better. The primary reason that people cite for leaving a job is they believe no one cares about them. Conversely, when people feel valued and get along with their boss, it enhances attendance, retention, quality of service and productivity. Therefore, superintendents have to get to know each and every principal one commitment at a time.

4. Celebrate both milestones and successes. If you want to improve the performance of principals, applaud them for good work. According to Gallup research, employees who are satisfied with their jobs are four times as likely to receive formal evaluations and regular recognition as their dissatisfied counterparts. Additionally, 82 percent of those polled agreed that acknowledgement from a peer or supervisor motivates them to improve their performance (Wolfe, 1998). Since everyone enjoys accolades, the key is to find out how your principals like it served up. Whether it be public or private, a written note, verbal compliments, enhanced responsibilities, promotions, perks or other incentives, recognition should be tailored to individual desires and needs. Wasn't it Mark Twain who said, "I can live two months on a good compliment?"

5. Maintain a clear focus, Once a the mission and purpose of your organization are developed, be sure every principal understands what is personally expected of him. The goals of your school district should be linked with the professional goals of the individuals in it. Determine what principals do well, and use your district's mission to drive and unify them. The absence of a clear purpose or shifting expectations prevent principals from capitalizing on their own strengths as well as the strengths of their teachers.

6. Help principals experience a sense of achievement. Principals need to feel as if they make a difference in their workplace. Striking a balance between expectations, relationships, strengths and recognition stimulates an electric atmosphere in a school district. Achievements, both large and small, should be praised promptly, sincerely and at a rate four times higher than mistakes. Sharing the credit with principals generates excitement and signifies the focus on results.