How many administrators per school

However, comparisons of occupations that are not affected by classification changes may be possible if the methodological assumptions hold. Moreover, none of these administrative staffing figures include the growing administrative burden on existing teaching staff. Special education teachers, for instance, spend more time each week on paperwork than they do on grading papers, communicating with parents, sharing expertise with colleagues, supervising paraprofessionals, and attending Individualized Education Plan meetings combined, according to a study conducted in A report from the South Carolina Department of Education showed that 70 percent of teachers in that state believed that the amount of paperwork they are required to complete prevented them from effectively facilitating student learning.

These burdens are not reflected in budgets or employment figures but represent real costs in terms of staff time, diminished instructional capacity, and endemic burnout in the teaching profession.

The optimal number of administrators, or of federal and state regulations, is something about which reasonable people may differ. Reasonable people may also differ about the optimal ratio of administrators to teachers, and of both to students. Not all administrators are bad; surely there are cases in which hiring additional administrators at the school or district level have improved student outcomes. Without full-time administrators, compliance burdens fall more heavily on classroom teachers or risk going unmet.

Some charter schools have strategically split the principal role into an operations leader and an instructional leader, a move that adds an administrator but may well be good for school quality.

Howard does blow the whistle on it, the first reaction of too many academics and mainstream journalists is to snipe at him and deny the reality of the situation, instead of investigating or following up the news he unearthed. Correction : An earlier version of the table above understated the growth in school district administrative staff. Sign in. Log into your account. Forgot your password? Privacy Policy.

In comparison, Elementary and secondary school enrollment grew 2. In higher education, enrollment has decreased 12 percent since peaking in and now stands at 17,, full- and part-time students at all types of degree-granting institutions. Significantly higher percentages of principals working in charter schools 9.

Most public school principals and administrators need at least a few years of experience as teachers before moving into school leadership positions. While not all recipients entered administrative positions afterwards, this number is likely influenced by the degree requirements shared by administrators and teachers in many states. Overall, about two-thirds of school administrators are women.

However, women make up 88 percent of day care and preschool administrators and only 52 percent of administrators for business, technical and trade schools.

In public schools, women make up But they are most likely to be in these positions in elementary schools, where they are Men make up Wages vary by industry for education administrators, with K and higher education administrators making comparable salaries, and administrators of day care centers and preschools as well as technical and trade schools making significantly less.

Average Yearly Earnings for Education Administrators, by detailed industry, sex and union membership, [xv]. There is also a significant gender pay gap for education administrators overall. This can be partly explained by the overrepresentation of women in lower-paying sectors like child day care and preschool administration, as well as the underrepresentation of women in higher-paying administrative positions in higher education.

It is also important to note the pay differentials that exist within sectors. For example, high school principals make, on average, 7 percent more than elementary school teachers. In , On average, school administrators who belong to unions have higher salaries and better benefits than those who do not. The union wage differential is even larger for those working in elementary and secondary schools, where The American Federation of School Administrators AFSA , established in , is the leading union representing public school principals, vice principals, administrators, and supervisors.

In addition to offering professional and occupational services, the AFSA offers member benefits, insurance, and a scholarship program. The AFSA offers four types of direct benefits and one group benefit. The group benefit covers accidental death and dismemberment for active members. School administrators belonging to unions can also increase their skills and efficiency by attending union-sponsored workshops and seminars.

Once viewed strictly as disciplinarians and operational managers, the role of K principals and other administrators has changed significantly over the past decades. Driven by federal policies, the rise of high-stakes school testing and an increasing emphasis on school performance has brought new attention to critical role that school administrators play in curriculum development, setting teaching standards, and building an environment conducive to high-quality education.

Most principals agree that their jobs have been changing dramatically. In a survey, 69 percent of principals said that their responsibilities have changed significantly over the previous five years and 75 percent of principals agreed that their jobs have become too complex. The same survey found that job satisfaction among principals had fallen to 59 percent. Principals with higher job satisfaction were shown to feel better prepared for their responsibilities and were more likely to have participated in professional learning communities with other principals.

The importance of having prepared, confident, and well-supported administrators cannot be overstated. Especially in lower-performing schools and schools with limited resources, effective leadership has the greatest impact in supporting positive educational environments. A study of teachers in 11 Michigan and Indiana school districts emphasized the importance of administrators in the development and retention of new teachers.

In fact, the researchers found that the quality of the administrator-teacher relationship was the strongest predictor of teacher retention. Recruiting, hiring and training their replacements is costly for school districts, draining resources from other priorities. One of the main ways administrators impact student achievement is through shaping the school climate for teachers and students.

With pressure increasing to raise test scores and meet other data-driven benchmarks, administrators have never faced higher expectations. Administrators are also expected to lead schools that can move quickly to tackle changing federal standards, budgetary shifts, rising safety concerns, and overcrowded classrooms - all while preparing students for a changing country and a global economy. Charter schools are publicly funded but independently run.

Denver Public Schools has no control over how many administrators a charter school hires. But the district does have some control over how many charter schools exist in Denver. Over the past two decades, the Denver school board has approved more charter schools than any other district in the state. The growth of charter schools has contributed to another phenomenon: the rising number of schools in Denver. More schools means more administration. Other district decisions have played a role, too.

For example, in , the Denver school board voted to close Montbello High School and replace it with three smaller schools, all of which have their own principals and assistant principals. Test scores at Montbello were dismal, and the board hoped the new schools would serve students better. Denver district officials believe small schools serve students well. These schools serve students who have struggled to earn credits at traditional high schools or previously dropped out. Ferrandino said providing students with alternative learning environments has helped the district increase its graduation rate and reduce its dropout rate.

Rather, the data show the categories that grew the most from to were assistant principals and district-level directors. District officials said those directors are working on initiatives that help students, such as providing extra funding, training, and guidance to low-performing schools — a strategy that a recent study found is working to boost student test scores.

According to the district, 72 central office positions are funded by grants. Corey Kern, deputy executive director of the Denver Classroom Teachers Association, said top-heavy administration is a common concern among teachers — and one that teachers have brought up countless times during salary negotiations. The Department of Education data show a significant change over time.

One easy way to look at it is by calculating the number of administrators per instructional staff members. In the school year, Denver had eight administrators for every instructional staff members. By , the number of administrators had jumped to about 13 per instructional staff members. To be fair, the statewide average increased, too — but not as much. And whereas Denver has more administrators than average, Jeffco actually has fewer. Administrators in Denver also earn higher average salaries than administrators statewide.