Effective principals produce better outcomes for the teachers, students and schools they lead. But great principals don’t grow on trees. Universities, states and districts all play a role in ensuring that principals get the preparation and ongoing support they need to equip them for success.
That’s the implication of two new, comprehensive studies on principal learning – both preparation and professional development – commissioned by The Wallace Foundation. The two publications are Developing Effective Principals: What Kind of Learning Matters and Redesigning University Principal Preparation Programs: A Systemic Approach for Change and Sustainability.
Developing Effective Principals by Linda Darling-Hammond, Marjorie Wechsler, Stephanie Levin and Melanie Leung-Gagne of the Learning Policy Institute (LPI) and Steve Tozer of the University of Illinois Chicago, synthesizes two decades of research on principal preparation and development and examines the effects on principals’ knowledge and skills, student achievement and teacher retention and job satisfaction. It also explores principals’ access to high-quality learning opportunities and state and local policies that support access.
Redesigning University Principal Preparation Programs by Rebecca Herman, Susan Gates, Ashley Woo, Elaine Lin Wang, Tiffany Berglund, Jonathan Schweig, Megan Andrew and Ivy Todd of the RAND Corporation reports on findings from a Wallace-funded five-year initiative in which seven universities worked with school districts, state education agencies, mentor programs and others to redesign their principal preparation programs to reflect the best available evidence-based practices.
Researchers from LPI and RAND will share highlights from these studies followed by a panel discussion on their implications with project directors from the initiative and leaders representing state policymakers, superintendents and the educator professional development community.
Webinar will end at 2:15 pm.