Invest in high-quality, standards-aligned professional development for school leaders, including leaders of color¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The brief recommends that states and districts form partnerships with universities, including HBCUs or nonprofits, to provide professional development for current leaders, aligned to the Professional Standards for Educational Leaders. It calls for allocating funding, including "up to 5% of their Title II, Part A funds for leader development," and tapping COVID-19 relief funds. Programs intentionally designed for underserved students can deepen principals' understanding of structural racism.

Design Implications¶

Context¶

Requirements¶

• Consistent professional learning opportunities aligned to the Professional Standards for Educational Leaders
• Dedicated funding, including federal Title II, Part A funds and COVID-19 relief funds

Constraints¶

• These opportunities are described as especially important for leaders in their first few years in a leadership role

Target Learners¶

• Current school leaders, especially early-career principals
• State and district education leaders

Target Learning Goals¶

• Building principals' capacity to lead and manage schools effectively
• Deepening understanding of structural racism and barriers students face

Claims¶

• Most principals face obstacles to professional learning—time, coverage, and funds—with funding obstacles concentrated in schools serving many students of color [+W]

Related Strategies¶

• Federal policy should invest in high-quality professional learning for educators, prioritizing preparation and professional development designs including teachers teaching teachers
• Develop high-quality principal preparation through district-university partnerships with internships and mentorship
• Build diverse school leader pipelines through HBCU/HSI preparation partnerships, transparent diversity data, equitable hiring supports, affinity networks, and Grow Your Own teacher pathways
• Use state licensing and program approval standards, infrastructure investment, equity targeting, and pipeline reforms to improve principal learning
• Policymakers should fund and deliver authentic, job-embedded principal professional learning and remove access barriers
• Invest in principal retention strategies that address the invisible tax on leaders of color

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