Develop high-quality principal preparation through district-university partnerships with internships and mentorship¶

Strategy · All strategies
Evidence · 2 claims (1 mixed, 1 against) · 2 studies (1 review, 1 associational), q2 · 0 of 2 report an effect size · 2 claims rest on one study

Description¶

The brief recommends district-university partnerships with preparation programs that use evidence-based practices, giving candidates high-quality learning experiences aligned with district standards. It highlights two components: "Internships," described as possibly "the most valuable part of a principal preparation program," and mentorship pairing candidates with experienced leaders who provide day-to-day feedback and coaching. States should ensure affordable licensure pathways and set high accreditation standards.

Design Implications¶

Context¶

Requirements¶

• District-university partnerships with preparation programs using evidence-based practices
• Mentors with the knowledge, time, and commitment to provide day-to-day feedback and coaching

Constraints¶

• State licensure and principal accreditation policies vary greatly from state to state

Target Learners¶

• Aspiring and current school leaders
• District and state education leaders

Target Learning Goals¶

• Rigorous preparation of school leader candidates to lead underserved schools effectively

Claims¶

• Only 46% of principals reported a preparation internship involving real leadership responsibilities, and few in-service principals had coaching or mentoring [-W]
• School leaders in higher-wealth schools are more likely to attend high-quality principal preparation programs, creating inequitable access [~W]

Related Strategies¶

• Use district-preparation program partnerships to create pathways identifying high quality educators for district leadership positions
• Invest in high-quality, standards-aligned professional development for school leaders, including leaders of color
• Use state licensing and program approval standards, infrastructure investment, equity targeting, and pipeline reforms to improve principal learning
• Invest in principal retention strategies that address the invisible tax on leaders of color
• Strengthen teacher pipelines and remove biased promotion barriers to build the principal pipeline

Examples¶

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Key Sources¶

• 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