Every spring in schools, one of the most anticipated emails arrives: our principal and vice-principal appointments for the fall. This post offers a window into how these important decisions are made—and why they matter so deeply to our school communities.
It is a tradition that always stirs interest. People read closely, scroll quickly to find their school, and immediately text colleagues: “Did you see the changes?” We have just shared our latest list in West Vancouver, with some leaders stepping into new schools, others taking on promotions and many continuing their important work right where they are.
These moves are never made lightly. There is both an art and a science to placing school leaders. It is one of the most important decisions we make each year—and probably the one we spend the most time thinking about.
Why Principals and Vice-Principals Move (or Stay)
We often hear, “Why are they moving? They just got here!” And other times, “They’ve been here forever—what’s next for them?” There’s no perfect formula. Some leaders stay in one school for over a decade. Others move after just a few years. Both can be the right call.
Yes, I’ve worked in a district before where all administrators were moved every five years. That’s one model. But considering I have been in the same district office chair for 15 years now, it might feel a little rich for me to set strict term limits for everyone else.
What I do believe in is fit, purpose and growth.
We want to place leaders where they will thrive—and equally as important, where they will help others thrive. We talk with them about what excites them, where they want to stretch and what kinds of communities might challenge and inspire them. For example, I have worked with administrators who specifically wanted to lead in schools with IB programs, French Immersion or particular cultural communities. These preferences matter. It is not just about filling roles—it is about building momentum and setting schools up for long-term success.
We Listen
Let me be clear: these decisions aren’t made in isolation. Our principals and vice-principals are actively involved in the process. We listen to where they feel they can grow, what new experiences they are seeking and where they feel most aligned. Ongoing growth plan conversations often turn to discussions on opportunities for new experiences.
Sometimes they are ready for a new challenge. Sometimes they are in the middle of something they want to see through. And sometimes, they just love their school and aren’t ready to let go. I hear all of it—and it deeply shapes the decisions we make.
There have been times when a leader’s personal or family situation led us to delay a move or rethink a placement. These are real people—not just job titles—and we work hard to honour that. When a school leader is in the right place at the right time, you can feel it in the building. It shows up in the energy, the trust and the culture.
This year, one school community started a petition to convince their principal to delay retirement. At another, parents offered to fundraise so their principal might reconsider a job overseas. Neither plan came to life—but both speak volumes about the impact strong leadership has on a school.
What the Research Says
The evidence around school leadership placement is compelling. Studies from the Learning Policy Institute suggest principals (and vice-principals) typically need 5–7 years in a school to make a lasting impact. Anything less, and they may only just start to shape direction. Much longer, and the challenge becomes ensuring continued growth and relevance.
Research from the Wallace Foundation and others highlights that when leadership moves are done intentionally—and with input from the leaders themselves—they strengthen the entire system. Leaders carry forward lessons, ideas and a sense of continuity that benefits multiple communities over time.
This extensive body of research has helped shape our own approach in West Vancouver: balancing stability with strategic movement in a way that supports individual growth and system-wide impact.
And Yes—We Think About This a Lot
Whenever announcements come out, I hear the question: “Who decided this?”
Well—me. But never alone. These are collaborative conversations. This part of my work is deeply personal. It’s where people and strategy intersect. There is no algorithm for culture fit or team chemistry. It takes reflection, input and a lot of listening.
And I know how much it matters. Our principals and vice-principals aren’t just running schools—they’re building culture, guiding learning and shaping what school feels like for students, staff and families.
A Complicated Puzzle
Leadership placements are rarely straightforward. With so many voices, needs, and aspirations in the mix, we know there will be times when the outcome doesn’t match everyone’s hopes. That doesn’t mean people weren’t heard or valued—it simply reflects the complexity of balancing individual preferences with the broader needs of our schools and students. These decisions are never easy, and we approach them with care and humility.
And in the days immediately following these announcements, I often learn as much about our team as I do through any interview. The way people respond—whether they’re feeling excited, uncertain, disappointed, or all of the above—says a great deal. It’s not about masking emotion; it’s about how we carry ourselves through change. Those early reactions often reflect a leader’s sense of professionalism, perspective, and commitment to the bigger picture. I’ve come to really value that quiet strength and grace that so many of our leaders bring during these moments of transition.
Final Thought
I have been doing this long enough to know that leadership placements matter—to staff, to families and to communities. That’s a good thing. It means our leaders are making a difference.
Our goal remains the same: to put great people in the right places, support their growth and strengthen every school community in the process. At the end of the day, thoughtful leadership placements create the conditions where students can be successful —academically, socially, and emotionally—which is ultimately what all of this work is about.
The image at the top of this post was generated through AI. Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.