Toronto Schools Share Principal to Cut Costs, Parents Express Concerns

Parents at St. Florence Catholic School in Scarborough are expressing frustration over a new cost-saving measure implemented by the Toronto Catholic District School Board (TCDSB). This fall, the board introduced a model in which one principal oversees two elementary schools, leaving some parents concerned about the impact on their children’s education and well-being.

Ray Chance and Sharon Avelino, both parents at St. Florence, observed a decline in the principal’s visibility and accessibility since the change. Avelino noted that response times to emails have increased, and their children rarely see the principal during school hours. “It’s no fault of hers,” Avelino remarked, emphasizing the challenges of managing two school communities.

The TCDSB’s decision to implement this shared-principal model affects six pairs of schools, with each principal managing two institutions due to budget constraints. The board, facing a projected deficit of $48.5 million for the 2025-26 school year, aims to save costs by reducing the number of principals from twelve to six.

Concerns About Student Safety and Learning

Critics of the model, including Deborah Karam, president of the Toronto Elementary Catholic Teachers, argue that this approach compromises student safety and disrupts learning environments. Karam pointed out that without a consistent administrative presence, handling student discipline and emergencies becomes challenging.

“When a classroom evacuation occurs, the principal typically oversees the response,” Karam explained. “But if there’s no principal, what do you do?” She has received reports of situations where no one was formally designated to manage critical incidents, raising further concerns about the effectiveness of this model.

Parents share these anxieties. Avelino, who co-chairs St. Florence’s parent council, remarked on the principal’s absence, stating that the school feels the effects of having “half a principal.” She noted that parent council meetings, which used to occur monthly, now happen every two months, highlighting a shift in the school’s administrative rhythm.

The board maintains that principals remain “closely connected” to both school communities and are equipped to respond to urgent situations. The TCDSB argues that the model encourages collaboration and resource sharing, although parents and teachers remain skeptical about its effectiveness in practice.

Historical Context of Principal Sharing in Ontario

The concept of “twinning,” where schools share leadership, has traditionally been applied in rural areas of Ontario. A 1998 study published in the Journal of Research in Rural Education highlighted both the advantages and disadvantages of this approach. While it can foster collegiality and help keep smaller schools operational, researchers noted that it often leads to principals being less available, which can leave smaller schools feeling marginalized.

Ralph Sharples, president of the Catholic Principals’ Council of Ontario, acknowledged that this model is increasingly used beyond rural settings. He expressed concern that splitting a principal’s responsibilities limits their ability to build relationships with staff and the community, ultimately impacting student success.

TCDSB Trustee Kevin Morrison also voiced concerns, stating that sharing a principal can lead to diminished leadership and support for students. “When schools are forced to share a principal, nobody wins, especially not the students,” he said, emphasizing the principal’s role as a community leader.

As schools navigate these changes, the long-term effects on student experience remain uncertain. Parents like Chance believe that consolidating the two schools may be a better solution than stretching leadership thin across multiple sites. “When she was there, it was running smoothly,” he reflected. “Now, we have half a principal.”