Target differentiated leadership assistance at schools and districts designated as needing improvement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Five states target leadership programming toward leaders in federally designated improvement schools or schools receiving state differentiated assistance. The report states such professional learning "has the potential to stabilize school environments by reducing principal and teacher turnover" and can connect leaders with training, coaching, and supports tailored to their improvement needs. Programs focus on identifying and addressing local problems of practice, such as California's Team Level program for Title I and Differentiated Assistance districts and Idaho's Principals Network for schools designated "In Improvement."

Design Implications¶

Context¶

Requirements¶

• Eligibility tied to federal or state designations of need
• Support structures such as coaching, professional learning communities, and job-embedded assignments

Constraints¶

• The report describes these programs descriptively and does not evaluate their effects on school improvement outcomes

Target Learners¶

• Principals and leadership teams in low-performing or high-need schools
• District leaders receiving state differentiated assistance

Target Learning Goals¶

• Leading school improvement
• Data-driven decision making
• Instructional leadership in high-need contexts

Related Strategies¶

• Policymakers should fund and deliver authentic, job-embedded principal professional learning and remove access barriers

Examples¶

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Key Sources¶

• Fitz, J., Wechsler, M. E., & Levin, S. (2024). State approaches to developing educational leaders. Learning Policy Institute. https://doi.org/10.54300/795.572