Toronto Schools Share Principal to Cut Costs, Parents Concerned

In a move to address financial challenges, the Toronto Catholic District School Board has implemented a controversial cost-saving strategy where one principal oversees two elementary schools. This decision has sparked significant concerns among parents and educators who believe it is negatively impacting the quality of education and student safety.

At St. Florence Catholic School in Scarborough, parents Ray Chance and Sharon Avelino have expressed their frustrations, noting that communication has deteriorated since the introduction of the shared-principal model. They cite longer response times for emails and a reduced presence of the principal at their school. Avelino emphasized that while the principal is diligently managing her responsibilities, the demands of overseeing two schools create an unsustainable situation.

This fall, the board introduced the plan as a solution to a budget deficit projected at $48.5 million for the 2025-26 school year. Currently, six principals manage twelve schools within the board, a move that aims to save costs by reducing the number of administrative positions. Each principal usually earns between $144,000 and $158,000 annually, making this approach financially appealing.

Operational Impacts of Shared Leadership

The shared-principal model is operational when two nearby schools have a combined student enrollment below the board’s average of 350 students. At St. Florence, which shares its principal with St. Gabriel Lalemant, located just 2.7 kilometers away, parents have noted a decline in the school’s administrative efficiency. Avelino remarked, “They say the principal is only a five-minute drive away, but you don’t really know,” highlighting the uncertainty surrounding leadership during critical moments.

In emails, the board asserted that principals remain connected to both school communities and are reachable throughout the day. They claim this structure allows for enhanced collaboration between schools and parents. Nonetheless, some educators argue that the lack of a consistent administrative presence can lead to issues with student discipline and overall safety.

Deborah Karam, president of the Toronto Elementary Catholic Teachers, voiced her concerns, stating that the absence of a dedicated principal can disrupt daily operations and adversely affect student behavior. In situations that require immediate administrative intervention, such as a student crisis, the absence of a principal can lead to confusion and increased workloads for teachers. Karam stated, “Teachers are so focused on having to juggle so many things when the principal’s not there,” underscoring the administrative challenges faced by educators.

Historical Context and Future Considerations

The practice of sharing principals, often referred to as “twinning,” has its roots in rural Ontario schools, where it was traditionally employed to manage smaller student populations effectively. A study published in the Journal of Research in Rural Education in 1998 highlighted both the benefits and drawbacks of this approach. While it offered cost savings and the ability to keep schools operational, it also revealed that principals could be hard to reach and faced overwhelming responsibilities.

Ralph Sharples, president of the Catholic Principals’ Council of Ontario, noted a growing reliance on this model throughout the province. He expressed concern that the split focus compromises the ability of principals to build essential relationships within their school communities. “Being a principal is about relationships and instructional leadership — and being split between schools doesn’t allow our principals to build those relationships,” he stated.

Despite the financial rationale behind this approach, there are calls for a reassessment of the model, particularly as it relates to student welfare. Trustee Kevin Morrison emphasized that splitting a principal between two schools negatively impacts student success and community engagement. He stated, “When schools are forced to share a principal, nobody wins, especially not the students.”

As the school year progresses, parents and educators at St. Florence will continue to monitor the effects of this shared leadership model on their children’s education. While the board aims to provide efficient administration and financial stability, the implications of this strategy are being scrutinized closely by those who believe that the quality of education and student safety should remain a priority.