For years, the training and ongoing professional development of school principals have been criticized as inadequate for the demands of their jobs. This Wallace-commissioned report by Stanford and Finance Project researchers fills a major knowledge gap with case studies of eight effective programs that document the key characteristics of high-quality school leadership training. “The findings show that high-performing principals are not just born, but can be made,” says lead author Linda Darling-Hammond, Professor of Education at Stanford. “Those who are prepared in innovative, high quality programs are more likely to become instructional leaders who are committed to the job and efficacious in their work.”
(The Final Report includes an executive summary. Readers wishing to download only the executive summary may do so using the link under “Companion Documents”).