Use state licensing and program approval standards, infrastructure investment, equity targeting, and pipeline reforms to improve principal learning¶

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

Description¶

The report recommends four policy actions: develop and better use state licensing and program approval standards so programs include high-quality features and quality internships; invest in a statewide infrastructure for principal professional learning using federal ESSA Titles I and II funds and leadership academies; direct equity attention and professional development resources to high-poverty schools and schools with concentrations of students of color; and undertake comprehensive state and local reforms to build principal pipelines with strong novice mentoring and induction. It states that "Licensure and program approval standards can also require quality internships for aspiring principals and encourage applied learning opportunities, accompanied by expert coaching and mentoring for practicing principals."

Design Implications¶

Context¶

Requirements¶

• Standards must be infused throughout relevant learning, supervision, and assessment systems to act as levers for improvement

Constraints¶

• The report notes few states adopted other high-leverage policies, such as requiring a rigorous selection process, a clinically rich internship, district–university partnerships, or a performance-based assessment for licensure

Target Learners¶

• aspiring principals
• novice principals
• veteran principals

Target Learning Goals¶

• instructional leadership
• equity-focused leadership
• career-long leadership development

Claims¶

• Only 46% of principals reported a preparation internship involving real leadership responsibilities, and few in-service principals had coaching or mentoring [-W]
• District support for principals’ continuous improvement varies by school poverty and racial composition [~W]

Related Strategies¶

• State policy actions across the career continuum: attract, prepare, and develop/support/retain educators
• Sequenced multi-year investment plan across teacher and principal pipelines, early childhood, high-poverty schools, funding, and assessment and accountability to achieve Leandro compliance
• Research recommendations: broaden program descriptions, account for prior experience and context, define outcomes, and use longitudinal mixed-methods designs
• Develop high-quality principal preparation through district-university partnerships with internships and mentorship
• Invest in high-quality, standards-aligned professional development for school leaders, including leaders of color
• Prioritize professional development access for early-career principals and focus it on instructional leadership to accelerate their effectiveness
• Address the access gap before depth stratification, and use examination reform as the primary lever

Examples¶

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Key Sources¶

• Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagné, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? [Report]. Learning Policy Institute. https://doi.org/10.54300/641.201