High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Principal learning programs reflecting exemplary practices (authentic learning, critical content, collegial supports, proactive recruitment) are associated with principals' preparedness, more effective practices, teacher retention, and student achievement gains. → 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? · review · r3

The report's synthesis of 104 peer-reviewed studies published 2000–2021, coded for methods, design, population, program details, and findings, concludes that "high-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes". Not all studies found correlations; many had design limitations.

"A growing body of literature indicates that high-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes, ranging from principals' feelings of preparedness and their engagement in more effective practices to stronger teacher retention and improved student achievement."

Discussion¶

Related Claims¶

• Cohort-based principal preparation is associated with program completion, perceived preparedness, and supportive collegial environments — a narrower finding that bears on this claim
• Program content focused on instruction, collegial organizations, and data use is associated with positive school outcomes — a narrower finding that bears on this claim
• State policy differences shape principals' access to high-quality learning: California principals report more access than national peers, North Carolina principals less — related
• 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
• NLNS and UIC elementary schools rated more positively than non-program principal schools on several measures — a narrower finding that bears on this claim
• Within schools, principal leadership relates to individual teachers' instruction through multiple pathways, with the strongest via program quality (professional development and coherence) — related
• Respondents identified five main areas of benefit from the redesigned principal preparation policy, including more rigorous selection and a more extensive competency-based internship — related
• School leaders in higher-wealth schools are more likely to attend high-quality principal preparation programs, creating inequitable access — related
• In a large California study, principals' preparation quality and professional development access predicted teacher retention and student achievement gains — a narrower finding that bears on this claim
• Principals' access to professional development is significantly associated with teacher retention and student achievement, with gains greatest for historically underserved students — a narrower finding that bears on this claim
• Schools where principals reported fewer technology barriers had higher student access and use and higher teacher access, use, assignments, and professional development — related
• Principals' professional development access is positively but not significantly related to teacher retention — a narrower finding that bears on this claim
• 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 — related
• Principals' instructional leadership practices are linked to improved student outcomes, largely through their support for teachers — related