School-Wide Practice Change
Educator Development
Four Practices of Effective Principals, Part 2: Building a Productive School Climate Through Consistency, Accessibility, and Connection
In this four-part series, we’re unpacking four essential practices that the Wallace Foundation identifies as defining great principals. These administrators:
- Engage in instructionally focused interactions with teachers,
- Build a productive school climate,
- Facilitate collaboration and professional learning communities, and
- Manage personnel and resources strategically.
In Part 2, we’re exploring building a productive school climate, including the ways great principals coach their teachers, build trust among teams, and create a culture centered around doing what’s best for students.
“I wanted [educators] to believe that every decision I made was because I thought it out and really believed it was the best thing for our kids and school.”
-John Williams, retired principal, Carmel High School
Case Study: John Williams, Carmel High School
If instructional leadership happens in the classroom, climate leadership happens everywhere else—in the hallways, at department meetings, and during a casual check-in with a teacher.
The Wallace Foundation describes a productive school climate as one where teachers feel safe to take risks, supported to grow, and confident that leadership has their back. For John Williams, retired principal at Carmel High School, that kind of trust was built one decision at a time.
“My analogy was putting money in the bank,” he said. “As you do things, you build credibility as a leader. When you’ve got that credibility, you deposit it into your account. Then when something tough happens or you need to make decisions that aren’t popular, you can withdraw some money. I’d ask my administrators, ‘How much money do you have in the bank?’ That meant what type of credibility have you built up?”
Williams knew developing that sense of trustworthiness wasn’t just about being liked—it was about being fair and consistent.
“I wanted them to believe that every decision I made was because I thought it out and really believed it was the best thing for our kids and school.”
When principals consistently communicate belief in their staff and school, they foster a sense of shared purpose that sustains motivation even through difficult changes.
He also saw encouragement as part of that responsibility.
“A number one job of an administrator is to be a cheerleader for your school,” Williams said. “When they believe that you love and care about them—whether a kid or a staff member—then they will accept a lot from you.”
That philosophy mirrors the research, which notes that teachers’ trust in their principal’s caring leadership is directly tied to organizational learning and student achievement. When principals consistently communicate belief in their staff and school, they foster a sense of shared purpose that sustains motivation even through difficult changes.
That kind of encouragement didn’t happen behind a desk for Williams. It meant being visible, approachable, and woven into the daily rhythm of the school.
“It was our goal that when the bell rang, we were out in the hallways.” - John Williams
“As school leaders, we kept passing periods sacred. It was our goal that when the bell rang, we were out in the hallways. You would be amazed at how much business I got done standing out there,” Williams said. “Teachers would stop by to share a project. A parent would mention a scholarship win. A coach would give an update on a student getting his grades up. It’s intentional visibility and interaction.”
Those brief moments mattered. Every conversation—no matter how small—helped build relationships and trust in ways formal meetings couldn’t.
“I always made an effort to connect with every teacher at least once a week. I felt like having those small, regular touchpoints made teachers feel seen, and it gave me the pulse of the building.”
-Matt Jones, retired principal, Logansport High School
Case Study: Matt Jones, Logansport High School
The Wallace research notes that effective principals organize schools so teachers feel safe, valued, and supported. At Logansport High School, that came in the form of genuine connection.
“You have to know your staff. It is extremely important to be visible and accessible,” said Matt Jones, retired principal. “I always made an effort to connect with every teacher at least once a week. I felt like having those small, regular touchpoints made teachers feel seen, and it gave me the pulse of the building.”
Those regular check-ins were more than casual conversation—they were culture-building at work.
“Checking in with them shows that admin is part of the school community, not apart from it,” Jones said.
Building Trust
For both principals, trust didn’t automatically come with the title. It was earned moment by moment through their presence and follow-through. Each interaction wasn’t just a deposit in their own bank but in the well-being of their staff. Those daily investments paid off in loyalty, morale, and stronger instructional performance across the school.
At CELL, we see the same leadership principles in action. When principals intentionally build trust, model visibility, and foster a culture of care, they create the conditions where teachers–and students–can thrive. Through leadership development, professional learning, and network collaboration, CELL helps schools strengthen those systems of support so that every building leader is equipped to cultivate a productive, people-centered school climate. Because when educators feel valued and empowered, entire school communities move forward together.
Read more about how great principals engage in instructionally focused interactions with teachers from part 1 and keep an eye out for more practices of effective principals in parts 3 and 4.
