The Trust Paradox: Why Great Principals Are Present, Not Absent

Matt Renwick

Read by Example 

May 17, 2025

This reflective article draws on Jennifer Eberhardt’s research in Biased to explore how unconscious bias may limit a principal’s ability to lead effectively—particularly when it comes to classroom presence. The author, a former school administrator and current coach, compares the behavior of school leaders to a revealing study involving baseball umpires: those who shared the same race as pitchers were more likely to make favorable calls—until video monitoring made their calls more accurate and unbiased. This analogy helps frame the central argument of the piece: like umpires, principals need greater visibility and feedback loops to overcome bias and lead with accuracy and integrity.

The piece begins by acknowledging the well-documented benefits of daily classroom visits by principals. These instructional walks:

• Build relational trust between teachers and administrators.

• Improve a leader’s awareness of instructional practices across the school.

• Foster opportunities for timely coaching conversations and feedback.

Despite these benefits, many principals struggle to prioritize regular classroom observations. The author acknowledges real barriers—such as managing student behavior and handling urgent operational issues—but notes that even when time becomes available, leaders often stay tethered to their offices. This, the author argues, is less about logistics and more about perception: principals may unconsciously view themselves as evaluators or disciplinarians, rather than as instructional partners. This mindset, like the racial bias of umpires, is often unexamined and subtly reinforced by school culture.

A key example reinforces the impact of such assumptions. During the pandemic, a parent reported a teacher who wasn’t wearing a mask. The principal responded by saying, “I trust my teachers,” and dismissed the concern. Later, that same teacher contracted COVID-19 and exposed students. The principal apologized—but only after damage had been done. The reflexive “trust” response, unbacked by direct observation, demonstrated how bias—not data—was guiding decisions.

The article urges school leaders to expand their definition of their role. Principals must shift from being merely guardians of order to being active contributors to instructional improvement. Just as the presence of video improved umpire performance, the regular presence of principals in classrooms can lead to a deeper, more authentic understanding of school operations and teaching quality.

The author emphasizes that being present in classrooms should not be seen as a form of surveillance, but rather as a means of building trust. When leaders consistently visit classrooms, offer formative feedback, and engage in instructional dialogue, they model accountability and encourage a culture of professional learning. Teachers are more likely to view their principal as a collaborative thought partner rather than an evaluator, and students benefit from a more unified and engaged school leadership.

The article closes by calling for a reimagining of the principal’s role—one in which the default behavior includes classroom presence and a commitment to confronting personal biases. Only by entering classrooms with regularity and curiosity can leaders provide fair, informed, and transformative support to their schools.

Original Article

------------------------------

Prepared with the assistance of AI software

OpenAI. (2025). ChatGPT (4) [Large language model]. https://chat.openai.com