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Knowledge Categories
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Professional Development
In-service professional development for school principals offers a well-connected set of learning opportunities that are informed by a coherent view of teaching and learning, grounded in both theory and practice. These programs are linked to learning goals and offer many opportunities for principals to share challenges, successes and effective practices
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Strong Leaders Strong Schools: 2007 State Laws
This report by the National Conference of State Legislatures, a partner in Wallace’s education leadership initiative, offers a detailed summary of those actions which include measures affecting leaders’ roles, responsibilities and authority; leadership standards; program accreditation, mentoring; licensure and certification; professional development; leadership assessment; compensation and incentives; and governance issues. |
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Preparing High-Quality School Leaders
With recent research highlighting the importance of leadership in improving student achievement, states are taking action to help prepare and support high-quality school leaders. The Legisbrief from the National Conference of State Legislatures highlights legislation enacted in 2007 that support school leader improvement around the issues of leadership standards, improving preparation programs, licensure, and professional development. |
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Instructional Leadership, Teaching Quality, and Student Achievement: Suggestive Evidence from Three Urban School Districts
In this report, MDRC examines efforts by the Institute for Learning to provide principals with professional development related to classroom instruction as a strategy for improving a school’s quality of instruction and student achievement. Researchers concluded that instruction-related professional development for principals was indeed linked to an increase in the frequency with which teachers received professional development at their schools; that these increased professional development opportunities for teachers helped them improve the quality of their instructional practices; and that higher instructional quality was linked to higher student achievement. |
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Wallace Perspective: Getting Principal Mentoring Right: Lessons From the Field
Mentoring for principals during their first years on the job, once a relative rarity, is now required by half the nation’s states – a major advance from a long-standing "sink-or-swim" attitude toward new school leaders and a belated sign of recognition of the role that well-prepared principals can play in lifting student achievement. But an analysis of this new trend by Wallace concludes that too often, many such programs are not yet tailored to develop principals capable of driving better teaching and learning in their schools – and shaking up the status quo when necessary. Getting Principal Mentoring Right: Lessons from the Field, features close-up looks at mentoring programs in two school districts – Jefferson County Public Schools, and New York City through its NYC Leadership Academy – that have put particular emphasis on getting mentoring right, with varying degrees of success to date. |
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Good Principals Aren’t Born — They’re Mentored: Are We Investing Enough to Get the School Leaders We Need?
Drawing on a new survey of seasoned principal mentors and other data, this report by the Southern Regional Education Board concludes that the weak quality of many mentoring programs for aspiring principals “is retarding state efforts to ensure that every student attends a school where strong leadership results in high academic performance.” Among the common failings: haphazard selection of mentors, poor training for those mentors, and mentoring that often consists of busy work rather than meaningful experiences in leadership. |
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