This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.
Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work Retrieved from ../../uploads/docs/2015WingSummitTB.pdf.
The Bush Institute’s new studies look at effective ways to evaluate principal preparation and describe policies to get, support, and keep great principals.
A Framework for Principal Talent Management. (2016). Dallas, Texas: George W. Bush Institute. Retrieved from https://www.bushcenter.org/publications/resources-reports/reports/framework-principal-talent-management.html
This report highlights the very important role that states play in cultivating principal leadership talent. This paper speaks concern about improving human resources management at the state and district levels, doing quality control at the entry requirements, and give states tools and strategies to re-frame policies to bolster the principal talent pipeline.
Change Agents: How States Can Develop Effective School Leaders. (2013). New York: New Leaders. Retrieved from
This paper offer a number of research findings and action steps drawn from policies and practices that have been shown to be critical to the success of educational reforms at the local, district and state levels.
Research Findings to Support effective Educational policymaking: Evidence& Action Steps for State, District & Local Policymakers. (2009). New York: The Wallace Foundation. Retrieved from: https://www.wallacefoundation.org/knowledge-center/Documents/Research-Findings-Action-Items-to-Support-Effective-Educational-Policymaking.pdf
The U.S. Department of Education Office of Educational Technology published this brief that summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.
U.S. Department of Education. (2014, November). The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf.
This literature review aims to provide district leaders with an understanding of the research and best evidence regarding the components of effective principal talent management systems.
American Institutes for Research & George W. Bush Institute’s. (2016). Principal Talent Management According to the Evidence: A Review of the Literature. Retrieved from http://gwbcenter.imgix.net/Resources/gwbi-principal-talent-management-lit-review.pdf
CEELO reviewed data on 21 states’ principal licensure requirements, conducted structured interviews with experts on principal preparation and professional development in 7 states, and spoke with staff at the National Association of Elementary School Principals and the National Institute for School Leadership.
Brown, K. C., Squires, J., Connors-Tadros, L., & Horowitz, M. (2014). What do we know about principal preparation, licensure requirements, and professional development for school leaders. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.
This report tells policymakers what metrics they must track in order to make the best decisions regarding the supply and training of school leaders.
Campbell, C., & Gross, B. (2012). Principal Concerns: Leadership Data and Strategies for States. Center on Reinventing Public Education.
This paper explores the implementation of a professional development program (PDP) for school principals. Two methods for measuring fidelity of implementation of the PDP are examined
exploring the nature of implementatiion
This paper describes a continuous learning model of principal and superintendent support. The model places a premium on engagement at all levels of the system on shaping a focused culture of instruction within their schools.
Fink, E., & Resnick, L. B. (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82(8), 598-610.
The role of today's principal is changing, as is the principal workforce. The new generation of principals is younger with less teaching experience, and is more mobile, working more hours, and experiencing more job stress. Understanding how to better prepare new leaders for the role of principal is an urgent policy concern.
George W. Bush Institute, Education Reform Initiative, (2016). Developing Leaders: The Importance—and the Challenges—of Evaluating Principal Preparation Programs. Retrieved from https://eric.ed.gov/?id=ED570672
This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals.
Gill, J. (2016). Chock Full of Data: How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines. Stories from the Field. Wallace Foundation.
This report describes how Denver Public Schools hired personnel to coach and evaluate its principals.
Gill, J., (2013). Make Room for the Principal Supervisors. The Wallace Foundation.
An analysis by The New York Times of the city’s signature report-card system shows that schools run by graduates of the celebrated New York City Leadership Academy — which the mayor created and helped raise more than $80 million for — have not done as well as those led by experienced principals or new principals who came through traditional routes.
Gootman, E., Gebeloff, R. (2009). Principals Younger and Freer, but Raise Doubts in the Schools. The New York Times. Retrieved from https://www.nytimes.com/2009/05/26/nyregion/26principals.html
This paper investigate the most commonly used exam, the School Leaders Licensure Assessment (SLLA), using 10 years of data on Tennessee test takers. This paper found that although candidates with higher scores are more likely to be hired as principals, we find little evidence that SLLA scores predict measures of principal job performance, including supervisors’ evaluation ratings or teachers’ assessments of school leadership from a statewide survey.
Grissom, J. A., Mitani, H., & Blissett, R. S. (2017). Principal licensure exams and future job performance: Evidence from the School Leaders Licensure Assessment. Educational evaluation and policy analysis, 39(2), 248-280.
This publication seeks to help answer those questions by bringing together findings from four reports commissioned by The Wallace Foundation to inform its development of a potential new initiative regarding university-based principal training.
Mendels, P. (2016). Improving University Principal Preparation Programs: Five Themes from the Field. Wallace Foundation.
This research suggests that the effectiveness of principals in managing the recruitment and advancement of teachers will contribute to improvements in student learning. One of the key ways these managers influence performance is through human capital management: the attraction, development and retention of the employee talent the organization needs.
Milanowski, A., & Kimball, S. (2010). The principal as human capital manager: Lessons from the private sector. Teaching talent: A visionary framework for human capital in education, 69-90.
This brief describes: (1) The need for more and better principal professional development to improve principal effectiveness, decrease principal turnover, and more equitably distribute successful principals across all schools; (2) The research on the importance of principals and how professional development can improve principals' effectiveness; and (3) Options and examples for leveraging current policies to revisit and refocus efforts concerning principal professional development.
Rowland, C. (2017). Principal Professional Development: New Opportunities for a Renewed State Focus. Education Policy Center at American Institutes for Research.
This study focuses on the experiences of ten novice principals involved in a principal mentoring program in a large urban school district to examine the connections of theory and practice from training received in their administrative preparation program. It sought to understand the impact of receiving support and mentoring in retaining principals. Three themes emerged from the data: (1) the importance of networking with other principals, (2) individualized support with mentors, and (3) continuous development and professional growth. The research presented will contribute to the agenda of retaining quality administrators in the field.
Simieou, F., Decman, J., Grigsby, B., & Schumacher, G. (2010). Lean on me: Peer mentoring for novice principals. International Journal of Educational Leadership Preparation, 5(1), 1-9.
This paper examines research on what we know about the causes and impact of principal turnover.
Snodgrass Rangel, V. (2018). A review of the literature on principal turnover. Review of Educational Research, 88(1), 87-124.
The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.
U.S. Department of Education. (2014, April). Designing Online Communities of Practice for Educators to Create Value. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/10/Exploratory-Research-on-Designing-Online-Communities-FINAL.pdf.