Only 46% of principals reported a preparation internship involving real leadership responsibilities, and few in-service principals had coaching or mentoring¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q2 i? A minority of principals nationally reported access to authentic, job-based learning opportunities such as high-quality internships, coaching, or mentoring. → Darling-Hammond 2022

Evidence¶

Darling-Hammond 2022¶

Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagné, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201

q2 · i? · associational · r2

Analysis of survey data from representative national samples of principals affiliated with NAESP and NASSP, plus California and North Carolina statewide samples, found that "only 46% of principals reported having had an internship" with real leadership responsibilities; coaching and mentoring access was rarer.

"Only 46% of principals reported having had an internship during their preparation that allowed them to take on real leadership responsibilities characteristic of a high-quality internship experience, and very few in-service principals reported having access to coaching or mentoring."

Discussion¶

Related Claims¶

• Field-based internships and on-the-job coaching by expert principals are reported as principals' most valuable but least experienced learning opportunity — related
• Far fewer elementary principals participate in authentic, job-embedded professional learning than have access to professional development content — related
• State policy differences shape principals' access to high-quality learning: California principals report more access than national peers, North Carolina principals less — related
• Access to high-quality principal learning varies by school poverty level: principals in high-poverty schools report fewer opportunities — related
• Access to mentors and coaches is inequitably distributed, with high-poverty schools far less likely to have supported principals — related
• Most U.S. elementary school principals report access to professional development content identified as important for building leadership capacity — related
• School leaders in higher-wealth schools are more likely to attend high-quality principal preparation programs, creating inequitable access — related
• Principals with access to high-quality professional learning opportunities are more likely to stay in the profession — related
• Rural youth report less access to internship opportunities than urban peers (38% vs. 55%) — related
• Competency-focused internships improved the depth, clarity, and practicality of principal preparation internships compared with hour-accumulation models — related
• Mentorship was important to apprentices, but mentor quality and time with mentors varied across programs — related