- Leading Change for Student Achievement
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- Role of Principal Leadership in Improving Student Achievement | Reading Rockets
The second element concerns a professional community. A professional community involves shared norms and values including valuing differences and diversity, a focus on implementation and continuous enhancement of learning for all students, de-privatisation of practice, collaboration, and critical reflective dialogue, especially that based on performance data. The final element relates to the presence of a capacity for change, learning and innovation, or professional learning community.
Each element and each transition between them is facilitated by an appropriate ongoing, optimistic, caring, nurturing professional development program. Unable to display preview.
Download preview PDF. Skip to main content. Advertisement Hide. Leading Change for Student Achievement. Research Article. This process is experimental and the keywords may be updated as the learning algorithm improves. This is a preview of subscription content, log in to check access.
Fullarton, S. Student engagement with school: Individual and school-level influences. Google Scholar. Keating, D. The learning society in the information age. Leithwood, K. Louis Eds. Building commitment for change and fostering organizational learning. Recent completers were also more likely to receive an internship of sufficient duration and frequency. Again, this is evidence that principals who completed their preparation program in the last 5 or so years are receiving more elements of high-quality preparation—a promising trend. Just over 1 in 10 California principals report having engaged in professional development in the last 2 years that incorporates the previously mentioned four research-based elements of effective learning for leaders.
For principals in rural areas, access to these key professional development activities is a particular challenge.
Leading Change for Student Achievement
Table 3 shows the professional development topics in which principals reported feeling most prepared. These include:. Despite these strengths, our research suggests that California still has a long way to go in ensuring that principals are supported to succeed. Approximately half of principals do not feel well prepared in these areas, with 1 in 10 principals feeling poorly or very poorly prepared. And more than a quarter of principals also report feeling poorly or very poorly prepared to recruit and retain teachers. Considering that California is currently experiencing widespread teacher shortages, expanding learning opportunities around issues of attracting and keeping teachers is a clear need.
In our survey, we defined deeper learning as follows:.
California principals rarely receive support and learning around deeper learning competencies. Our findings show, for example:. Similarly, California principals do not receive consistent learning related to leading schools to address the needs of the whole child.
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In our survey, we defined these competencies to include. Small proportions of principals report receiving learning support that addresses these competencies. From a list of 22 professional development topics, the top three for which principals desired additional learning are. In addition to these priorities, however, principals want more professional development across the board. In addition, our survey results and conversations with principals suggest that the following types of professional development activities are most helpful:.
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Unfortunately, some of the most helpful types of professional development, according to principals—peer observation, coaching, and mentoring—are also some of the least available, especially in rural areas. Significant obstacles to obtaining desired professional learning are lack of time and funding. Principals report feeling penalized for time spent away from their schools or districts. The funding challenge includes covering not only the costs of professional development participation but also the costs of school oversight needed while the principal is away.
Superintendents reported that it is largely their responsibility to seek professional development experiences. As one superintendent explained:. California superintendents identify several types of professional development as most important to their continued growth:. Like principals, superintendents report lack of time and funding to be significant obstacles to obtaining desired professional learning. Also like principals, superintendents feel they are penalized for time away from their districts and face challenges covering the costs of professional development participation and ensuring district oversight while they are away.
In particular, the California School Leadership Academy, which operated 12 county leadership centers from to , was a highly effective support system for principal and superintendent learning emulated by many other states.
Role of Principal Leadership in Improving Student Achievement | Reading Rockets
Darling-Hammond, L. Leadership development in California. Getting Down to Facts.
Recently, the state has taken significant action to improve the quality of principal preparation through reforms of licensure and accreditation. As it seeks to fully implement its ambitious reforms, California should continue to build on its efforts to improve administrator preparation and develop a statewide system of ongoing learning supports for principals and superintendents. The report was prepared in part for inclusion in the California Getting Down to Facts II Project and benefited from the ideas and feedback of its research team.
Bechtel, Jr. Foundation and the Stuart Foundation. Skip to main content. Feb 27 Principals play a central role in creating schools in which students thrive academically and the teaching staff is strong, stable, and supported. This report analyzes the research on quality preparation and professional development programs for principals, highlighting examples of effective programs and providing guidance for policymakers. Jun 13 Principals are essential to improving student achievement and narrowing persistent achievement gaps.
The Every Student Succeeds Act ESSA provides opportunities for states to use federal funds to invest in developing and supporting effective school leaders, such as supporting their recruitment, preparation, and training using the optional state set-aside under Title II.