Leib SutcherAnne PodolskyTara KiniPatrick M. Shields
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A study including a survey of California principals and interviews with principals, former principals, and superintendents finds that California’s education leaders experience only some elements of high-quality preparation and professional development, and often miss out on the most valuable elements of quality learning experiences. Moreover, their participation in professional learning opportunities that support them in leading schools that develop students’ deeper learning and social and emotional competencies is inconsistent. They do, however, want more of it.
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Like the movie “Groundhog Day,” the President’s 2018 education budget proposal feels like déjà vu all over again. Last year, we published a blog post that addressed the President’s proposed cuts to the Every Student Succeeds Act. Fortunately, the Congress that developed the Act and passed it in a strongly bipartisan vote in 2015 protected its key features. This year, in the President’s new budget proposal, however, those cuts are back.
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Principals are essential to improving student achievement and narrowing persistent achievement gaps. The Every Student Succeeds Act (ESSA) provides opportunities for states to use federal funds to invest in developing and supporting effective school leaders, such as supporting their recruitment, preparation, and training using the optional state set-aside under Title II. This brief summarizes the evidence about the importance of principals, describes research-based practices in leadership development, and outlines promising, evidence-based investments from submitted and draft ESSA state plans.
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Principals play a central role in creating schools in which students thrive academically and the teaching staff is strong, stable, and supported. This report analyzes the research on quality preparation and professional development programs for principals, highlighting examples of effective programs and providing guidance for policymakers.
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Improving student achievement requires strong school leadership. Principals also play a critical role in addressing widespread teacher shortages by creating school environments that attract and retain competent teachers. This fact sheet summarizes key elements of high-quality and effective preparation and professional development programs designed to enable principals to improve student and school outcomes.
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Turnover accounts for 90% of the demand for new teachers, exacerbating shortages and undermining academic progress. This brief summarizes research on the important role that principals can play in reducing the steady churn of teachers and highlights actions states and districts can take to strengthen school leadership.
Schools need diverse, well-prepared educators. A high-quality educator workforce requires investments in teacher preparation and learning, policies to increase recruitment and retention, and strategies to sustain educator capacity to create and innovate.
Teacher turnover and shortages hurt student outcomes and well-being. Research identifies a number of evidence-based strategies to recruit and retain a diverse, high-quality teacher workforce.
A series of research projects by LPI and the National Association of Secondary School Principals identified the causes of turnover and the policies and practices that encourage principals to remain.
The Racial Equity Leadership Network (RELN) is a fellowship program for district leaders who are committed to addressing persistent disparities in their systems and ensuring that race, ethnicity, and socioeconomic status are not predictors of student success.
