Invest in principal retention strategies that address the invisible tax on leaders of color¶

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

Description¶

The brief recommends retention investments so that teachers of color can grow into school leaders who have autonomy and support. It advises ensuring leaders of color are not pigeonholed into disciplinarian roles, since the uncompensated "invisible tax" burden may push educators of color to leave; establishing affinity groups for problem-solving; and creating focus groups and exit surveys to hear leaders' specific needs.

Design Implications¶

Context¶

Requirements¶

• Affinity groups providing a safe and supportive environment for leaders of color
• Focus groups and periodic surveys, including exit surveys for all leaders of color, to identify retention needs

Constraints¶

• Turnover challenges are exacerbated at schools with fewer resources, leading to higher than average principal turnover rates

Target Learners¶

• Current school leaders of color
• District and state education leaders

Target Learning Goals¶

• Retaining a diverse school leader workforce
• Preventing burnout and attrition among leaders of color

Claims¶

• Teachers of color face retention pressures including placement in high-poverty schools, pigeonholing into race-based roles, undervalued ideas, and an unrecognized invisible tax of extra duties. [+W]

Related Strategies¶

• Make retaining teachers of color a district priority: compensate the invisible tax and place teachers in cohorts to reduce isolation
• Invest in high-quality, standards-aligned professional development for school leaders, including leaders of color
• Retain teachers of color through leadership pipelines, multi-year induction and mentoring, and culturally responsive school climates
• Four leader actions to retain teachers of color: financial incentives, disaggregated data, diverse leader investment, and inclusive environments
• Strengthen teacher pipelines and remove biased promotion barriers to build the principal pipeline
• Develop high-quality principal preparation through district-university partnerships with internships and mentorship

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