Principals with access to high-quality professional learning opportunities are more likely to stay in the profession¶

Claim · All claims
Evidence · 1 study · review r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The brief reports research indicating that principals who have access to high-quality professional learning opportunities are more likely to stay in the profession, noting these opportunities matter most for leaders in their first few years. → The Education Trust 2022

Evidence¶

The Education Trust 2022¶

The Education Trust. (2022). 5 Things State and District Leaders Can Do to Advance Strong and Diverse School Leadership. EdTrust.org. https://eric.ed.gov/?id=ED626435

q2 · i? · review · r1

A second-hand research claim in section 4 of the brief, attributed in endnote 22 to a Learning Policy Institute brief on elementary school principals' professional learning. No effect size is printed.

"Research indicates that principals who have access to high-quality professional learning opportunities are more likely to stay in the profession.22"

Discussion¶

Related Claims¶

• Only 46% of principals reported a preparation internship involving real leadership responsibilities, and few in-service principals had coaching or mentoring — related
• Field-based internships and on-the-job coaching by expert principals are reported as principals' most valuable but least experienced learning opportunity — related
• Principals' overall preparation quality is positively and significantly related to teacher retention, with significant components for developing people and meeting needs of diverse learners — related
• Access to high-quality principal learning varies by school poverty level: principals in high-poverty schools report fewer opportunities — related
• 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
• School leaders in higher-wealth schools are more likely to attend high-quality principal preparation programs, creating inequitable access — related
• Access to mentors and coaches is inequitably distributed, with high-poverty schools far less likely to have supported principals — related
• In a large California study, principals' preparation quality and professional development access predicted teacher retention and student achievement gains — related
• Far fewer elementary principals participate in authentic, job-embedded professional learning than have access to professional development content — related
• Equity-oriented leadership preparation through applied and reflective learning can deepen aspiring principals' understanding of bias and equitable practices — related