Cohort-based principal preparation is associated with program completion, perceived preparedness, and supportive collegial environments¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Learning in cohorts is associated with an increased likelihood of completing the program, participants perceiving they are better prepared, and more collegial and supportive learning environments. → Sutcher 2017

Evidence¶

Sutcher 2017¶

Sutcher, L., Podolsky, A., & Espinoza, D. (2017). Supporting principals' learning: Key features of effective programs. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/supporting-principals-learning

q2 · i? · review · r2

The report's narrative review states that multiple studies of effective principal preparation programs found aspiring principals learn in cohorts, with positive effects including "an increased likelihood of participants completing the program," perceiving they are better prepared, and more collegial and supportive learning environments. Cohorts let isolated school leaders find "support, reflection, and insight" from peers facing the same challenges.

"The positive effects of cohort learning include an increased likelihood of participants completing the program"

Discussion¶

Related Claims¶

• High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — a broader claim this one bears on
• Teachers are more likely to stay in schools where they perceive colleagues as collaborators, feel influence over their work environment, and trust their principal as an instructional leader — related
• Teachers' effectiveness increases at a greater rate in supportive, collegial working environments and when they accumulate experience in the same grade level, subject, or district