Education Drivers

Quality Leadership Principal Outreach

Data Mining

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SYNOPSIS
CITATION
How much teaching experience do school principals have prior to becoming principals?
This analysis examines data from the National Schools and Staffing Survey on principal teaching experience prior to being hired as a principal.
Keyworth, R. (2014). How much teaching experience do school principals have prior to becoming principals? Retrieved from how-much-teaching-experience.
What is the postsecondary education level of school principals?
This analysis examines the Principal Follow-up Survey a component of the National Schools and Staffing Survey to determine principal education levels for public, private, and charter schools.
Keyworth, R. (2014). What is the postsecondary education level of school principals? Retrieved from what-is-postsecondary-education.

 

Presentations

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SYNOPSIS
CITATION
Now What? The Current State of Principal Preparation, Evaluation, and Support
This paper examines the current state of principal development in the context of best practices, including: evidence-based curriculum, well-trained instructors, effective coaching, and ongoing feedback and support.
Keyworth, R. (2015). Now What? The Current State of Principal Preparation, Evaluation, and Support [Powerpoint Slides]. Retrieved from 2015-calaba-presentation-randy-keyworth.
Principal Leadership and Why It Matters
This paper outlines what we know from both the research and the field in terms of principal leadership. It addresses the research and implementation challenges of developing effective principals.
McNulty, B. (2015). Principal Leadership and Why It Matters [Powerpoint Slides]. Retrieved from 2015-wing-presentation-brian-mcnulty.
Principals as Agents of Change
The purpose of this paper is to examine the role of principals in building quality schools. The presentation analyzes those critical skills required of an effective principal.
States, J. (2012). Principals as Agents of Change [Powerpoint Slides]. Retrieved from 2012-aba-presentation-jack-states.
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Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007-08 Schools and Staffing Survey. First Look.

This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS).  It provides the following descriptive information on school principals by school type, student characteristics, and other relevant categories: number, race/ethnicity, age, gender, college degrees, salary, hours worked, focus of work, years experience, and tenure at current school.

Battle, D. (2009). Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results From the 2007–08 Schools and Staf ng Survey (NCES 2009-323). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

A Policymaker’s Guide: Research-Based Policy for Principal Preparation Program Approval and Licensure

Intended as a formative assessment tool, this guide provides detailed, individual state profiles and state-to-state comparisons of 8 policy areas and 21 policy criteria that support the development of effective leaders.

Anderson, E., & Reynolds, A. L. (2015). A policymaker’s guide: Research-based policy for principal preparation program approval and licensure. Charlottesville, VA: University Council for Educational Administration.

Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2011-12 Schools and Staffing Summary, First Look

The Characteristics of Public and Private Elementary School Principals in the United States is a subsection of the NCES 2011-12 Schools and Staffing Survey (SASS). It provides descriptive statistics on K-12 school principals in areas such as: race, gender, education level, salary, experience, and working conditions.

Bitterman, A., Goldring, R., Gray, L., Broughman, S. (2014).Characteristics of Public and Private Elementary and Secondary School Principals in the United States:Results From the 2011-12 Schools and Staffing Summary, First Look. IES, National Center for Education Statistics, U.S. Department of Education

Principal Concerns: Leadership Data and Strategies for States.

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.

A multilevel study of leadership, empowerment, and performance in teams

A multilevel model of leadership, empowerment, and performance was tested using a sample of 62 teams, 445 individual members, 62 team leaders, and 31 external managers from 31 stores of a Fortune 500 company. Leader-member exchange and leadership climate-related differently to individual and team empowerment and interacted to influence individual empowerment. 

Chen, G., Kirkman, B. L., Kanfer, R., Allen, D., & Rosen, B. (2007). A multilevel study of leadership, empowerment, and performance in teams. Journal of Applied Psychology92(2), 331–346.

 

Principals Younger and Freer, but Raise Doubts in the Schools

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

Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments.

This study hypothesizes that school working conditions help explain both teacher satisfaction and turnover. In particular, it focuses on the role of effective principals in retaining teachers, particularly in disadvantaged schools with the greatest staffing challenges. 

Grissom, J. A. (2011). Can good principals keep teachers in disadvantaged schools? Linking principal effectiveness to teacher satisfaction and turnover in hard-to-staff environments. Teachers College Record113(11), 2552-2585.

Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems

Using multiple measures of teacher and principal effectiveness, the authors document that indeed more effective principals see lower rates of teacher turnover, on average

Grissom, J. A., & Bartanen, B. (2019). Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems. American Educational Research Journal56(2), 514–555.

Trends in Public and Private School Principal Demographics and Qualifications: 1987 - 88 to 2011 - 12

This report provides descriptive information on traditional public, charter, and private school principals over the period of 1987-88 through 2011-12. It includes comparative data on number of principals, gender, race/ethnicity, age, advance degrees, principal experience, teaching experience, salaries, hours worked, focus of work, experience and tenure at current schools, etc.

Hill, J., Ottem, R., & DeRoche, J. (2016). Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12. Stats in Brief. NCES 2016-189. National Center for Education Statistics.

Leadership and the Fate of Organizations

This article concerns the real-world importance of leadership for the success or failure of organizations and social institutions. The authors propose conceptualizing leadership and evaluating leaders in terms of the performance of the team or organization for which they are responsible.

Kaiser, R. B., Hogan, R., & Craig, S. B. (2008). Leadership and the fate of organizations. American Psychologist63(2), 96.

Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy

this report identifies three crucial areas leaders across all states can usefully consider as they seek answers to some key questions. The report emphasizes that every state faces a unique blend of educational, political and financial circumstances and that, therefore, each state's approach should fit its needs and particularities.

Manna, P. (2015). Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy. Wallace Foundation.

Prioritizing Leadership: New Leaders' Federal Policy Platform

Founded in 2000 by a team of social entrepreneurs, New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country.

New Leaders. (2014). Prioritizing Leadership: New Leaders' Federal Policy Platform. Retrieved from https://files.eric.ed.gov/fulltext/ED559351.pdf

Pre-Service Preparation: Building a Strong Supply of Effective Future Leaders

There are a number of vehicles federal policymakers can use to create or encourage effective leadership policies. Throughout this series we will describe an ideal policy and then suggest potential vehicles policymakers could use to pursue that policy.

New Leaders. (2014). Pre-Service Preparation: Building a Strong Supply of Effective Future Leaders. Retrieved from http://www.nysed.gov/common/nysed/files/file-8-pre-service-prep-2016.pdf

State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups.

This brief is intended to inform state leaders and others in the field about the participating states’ efforts to strengthen the recruitment, preparation, support, and supervision of school leaders.

Riley, D. L., & Meredith, J. (2017). State Efforts to Strengthen School Leadership: Insights from CCSSO Action Groups. Policy Studies Associates, Inc.

Preparing a pipeline of effective principals: A legislative approach

Using examples from states throughout the country, this guidebook from the National Conference of State Legislatures describes six key areas in which state legislators can take action to improve the quality of leadership in public schools

Shelton, S. V. (2012). Preparing a pipeline of effective principals: A legislative approach. National Conference of State Legislatures.

Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 2015-16 National Teacher and Principal Survey First Look

The National Teacher and Principal Survey is completed every four years soliciting descriptive information from principals and teachers across the 50 states. A few highlights include: Sixty percent of school principals have been at their schools for three years or less. 

Taie, S., and Goldring, R. (2017). Characteristics of Public Elementary and Secondary School Principals in the United States: Results From the 201516 National Teacher and Principal Survey First Look (NCES 2017-070). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved [date] from https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017070.

Improving State Evaluation of Principal Preparation Programs

Intended for state officials involved in the assessment and approval of university and other programs to train future school principals, this report describes five design principles for effective program evaluation.

UCEA and New Leaders (2016). Improving state evaluation of principal preparation programs. Retrieved from: www.sepkit.org

School Principals and School Performance
This paper uses data from New York City to estimate how the characteristics of school principals relate to school performance, as measured by students' standardized exam scores and other outcomes. There is little evidence of any relationship between school performance and principal education and pre-principal work experience, but some evidence that experience as an assistant principal at the principal's current school is associated with higher performance among inexperienced principals.
Clark, D., Martorell, P., & Rockoff, J. (2009). School Principals and School Performance. Working Paper 38. National Center for Analysis of longitudinal data in Education research.
The Making of the Principal-Five Lessons in Leadership Training
This Wallace Perspective plumbs foundation research and work in school leadership to identify five lessons for better training, including: more selective admission to training programs, a focus on instructional leadership and mentoring for new principals.
Mitgang, L. (2012). The Making of the Principal: Five Lessons in Leadership Training. Perspective. Wallace Foundation.
TITLE
SYNOPSIS
National Association of Elementary School Principals (NAESP)
NAESP is a professional organization serving elementary and middle school principals and other education leaders throughout the United States, Canada, and overseas.
National Association of Secondary School Principals (NASSP)
NASSP is a professional organization serving secondary school principals and other education leaders throughout the United States, Canada, and overseas.
National Center for the Evaluation of Educational Leadership Preparation and Practice
The purpose of this center is to make available valid and reliable evaluation research tools, methods and training materials and strategies for leadership preparation programs.
New Leaders
New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country.
Rainwater Leadership Alliance (RLA)
RLA exists to share data, provide exemplars, and promote and scale effective methods to develop and support PK-12 school leaders.
Schools and Staffing Survey (SASS)
The SASS is a system of related questionnaires that provide descriptive data on the context of elementary and secondary education and policymakers a variety of statistics on the condition of education in the United States.
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