Why do school leaders need to think like HR professionals?
Because the teacher labor market has fundamentally shifted, and the skills that used to be optional are now essential. Recruiting, onboarding, retention, progressive discipline, performance improvement — these used to be things that "the district handles." But the principal's daily decisions about how teachers are supervised, supported, and held accountable have a direct and measurable impact on whether good teachers stay and whether struggling teachers improve.
Most principals received zero training in HR during their preparation programs. That gap shows up in predictable ways: delayed action on performance problems, poorly documented concerns, PIPs that don't lead anywhere, and retention conversations that never happen. Treating HR as an administrative afterthought is a luxury that the current staffing environment no longer allows.
More on HR and Staffing
What's the difference between a performance problem and a misconduct issue?
This distinction matters enormously, and getting it wrong wastes time and creates legal risk.
When should a principal use a Performance Improvement Plan vs. a Letter of Reprimand?
They address different problems.
How should principals approach progressive discipline?
With clarity, consistency, and transparency.
How can principals use the evaluation process to improve teacher retention?
By treating the final evaluation meeting as a retention conversation, not just a compliance exercise.
Answered by Justin Baeder, PhD, Director of The Principal Center and author of three books on instructional leadership.