Toronto Schools Adopt Shared Principal Model, Sparking Concerns

The Toronto Catholic District School Board has implemented a shared principal model across several elementary schools, a move that is eliciting concern from parents and educators. This initiative aims to address a significant budget deficit of $48.5 million projected for the 2025-26 school year. As part of this cost-cutting strategy, one principal now oversees two schools, resulting in six principals managing a total of 12 schools.

At St. Florence Catholic School in Scarborough, parents Ray Chance and Sharon Avelino have noticed considerable changes since the school began sharing a principal with St. Gabriel Lalemant in June 2023. They report longer response times to emails and reduced visibility of the principal on campus. “It’s no fault of hers,” Avelino stated, acknowledging that the principal is stretched thin between two schools and multiple communities.

The shared principal model is designed to provide leadership continuity and efficient daily operations. According to the Toronto Catholic District School Board, principals remain “closely connected to both school communities throughout the day,” ensuring they are accessible in urgent situations. However, parents like Avelino are skeptical, expressing concerns about the impact on student safety and staff workload.

Challenges of Principal Sharing

The logistics of this model involve principals alternating their presence at each school, often splitting their schedules between mornings and afternoons or even making multiple trips daily. Yet, the delegation of authority when they are off-site remains unclear to both parents and teachers. Avelino shared, “I feel like everyone suffers from our principal not being there.” The uncertainty around who holds decision-making power during the principal’s absence has raised questions about the effectiveness of school operations.

Educators are also voicing their concerns. Deborah Karam, president of the Toronto Elementary Catholic Teachers, argues that the lack of a consistent administrative presence undermines student safety and disrupts learning. She noted that without a principal on-site, schools may struggle with student discipline and emergencies. “If a student misbehaves, they’re typically sent to the principal’s office. But if there’s no principal, what do you do?” Karam questioned, highlighting the potential dangers of having no clear authority during critical moments.

Parents have observed a shift in the school’s administrative rhythm since the principal began splitting her time. Monthly parent council meetings have become bi-monthly, and there are growing concerns about the principal’s ability to manage staffing shortages effectively. Chance remarked, “When she was there, it was running smoothly. Now, we have half a principal.”

The Broader Context of Principal Sharing

The practice of sharing principals, also referred to as “twinning,” has been traditionally utilized in Ontario’s rural areas, often linking small and medium-sized schools. A 1998 study in the Journal of Research in Rural Education noted that while this model offered cost savings and fostered staff collegiality, it also posed challenges, such as principals being less accessible and facing increased workloads.

Ralph Sharples, president of the Catholic Principals’ Council of Ontario, has expressed concern over the growing trend of principal sharing beyond rural boards. He emphasized the importance of principals in building relationships within the school community, stating that splitting their time between schools diminishes their role. “Being a principal is about relationships and instructional leadership,” Sharples noted.

Several factors contribute to this trend, including funding limitations for schools with fewer than 125 students and difficulties in recruiting and retaining administrators. Trustee Kevin Morrison, who has received feedback from frustrated parents, stated, “When schools are forced to share a principal, nobody wins, especially not the students.” He emphasized that principals are crucial community leaders essential for student success.

As the Toronto Catholic District School Board continues to navigate its financial challenges, the impact of the shared principal model on students and staff remains a pressing concern among parents and educators alike.