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Effective School Leaders Learn How to Solve Problems3645GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p> <em>​​​​​​​​​If you keep up with goings-on at Wallace, you know that we recently published a RAND </em> <a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx"> <em>research report</em></a><em> with a groundbreaking finding&#58; A systematic approach to developing school principals can have a notably positive impact on student achievement and principal retention. RAND researchers examined what happened after six large school districts adopted this approach—known as building a principal pipeline.</em></p><p> <em>Principal pipelines consist of four components&#58; rigorous principal job standards, high-quality pre-service preparation, selective hiring, and aligned on-the-job support and evaluation. In occasional blog posts, we single out a different pipeline component and explore it through the eyes of one of the pipeline districts’ principals. Today, find out how pre-service preparation helped a high school principal in Georgia tackle a difficult problem. &#160;</em><br></p><p align="center">​*****<br></p><p>When Al Taylor became principal of Berkmar High School in 2013, one in three freshmen at the school in Lilburn, Ga., about 35 miles from Atlanta, was being held back. Taylor knew the research about ninth grade. Studies out of the University of Chicago have shown that performance in ninth grade is more predictive of a student’s odds of graduating than all other factors, including race and socioeconomic status, combined. If Taylor hoped to move the needle on Berkmar’s graduation rate—then 55 percent—the work needed to start in ninth grade.</p><p>To begin to solve the problem, though, Taylor had to first step back and draw on a lesson he had learned years before as a participant in the principal training program run by his employer, the Gwinnett County (Ga.) Public Schools. That program, which was set up in 2007, seeks to ensure that the district has a steady supply of high-caliber professionals ready to take on the top job. The instruction is based on the district’s job standards for principals and gives aspiring leaders an opportunity to sharpen the critical skills they’ll need to make a positive impact in schools.</p><p>The lesson that came back to Taylor in his first year at Berkmar? An effective school leader empowers other to lead. </p><p>It was something Taylor learned by seeing it firsthand. As part of his yearlong training, Taylor had spent a month shadowing an experienced principal to observe leadership in action. Going into the training program, Taylor had thought a principal should be all knowing, all doing. Yet the principal he observed gave significant autonomy to his assistant principals. He was always available to guide them, but he let them make key decisions. As important, he didn’t berate them if their decisions didn’t pan out. His leadership style cultivated a spirit of trust and collective ownership of the school. </p><p>Remembering that experience as a trainee, Taylor concluded that improving ninth grade performance was not a task he should undertake alone. “I didn’t come in to save the day,” he recalls. “I came in to bring individuals together so that we could save the day.” </p><p>Taylor organized a committee of teachers and other staff members to study the ninth grade experience at Berkmar. The group reviewed data on achievement, attendance and other indicators. “They saw how their input could shape what Berkmar was to become,” Taylor recalls. He, meanwhile, worked on convincing the school’s strongest teachers that being asked to teach ninth graders instead of twelfth graders wasn’t a demotion but a recognition of their talents and importance at Berkmar. </p><p>In 2015, Berkmar implemented a redesigned ninth grade academy and introduced career-themed academies for upperclassmen. The changes apparently have been effective. Last year, Berkmar’s ninth-grade promotion rate was 78 percent, up from 67 percent in 2013. The graduation rate, meanwhile, reached 71 percent. Some of the biggest gains were among students with disabilities, whose graduation rate rose from 19 percent in 2014 to 41 percent last year. Taylor, now in his ninth year as a principal and his sixth at Berkmar, no longer qualifies as a novice, but he still looks for ways to improve his practice. “I thought I’d walk out of the training program with a how-to manual, but it doesn’t exist,” he says. “Every day, there’s a new challenge, a new opportunity.”</p>​ <img src="/News-and-Media/Blog/PublishingImages/Pages/Effective-School-Leaders-Learn-How-to-Solve-Problems/190405_WallaceFoundation_PrincipalPipeline_final%20for%20ppt.jpg" alt="190405_WallaceFoundation_PrincipalPipeline_final for ppt.jpg" class="wf-Image-Left" style="margin&#58;5px;color&#58;#555555;font-size&#58;14px;" /> <div> <br> <br> </div><p> <br> </p> <br>Jennifer Gill832019-06-04T04:00:00ZSee how one Georgia principal used his leadership training to increase graduation rates.6/4/2019 3:19:01 PMThe Wallace Foundation / News and Media / Wallace Blog / Effective School Leaders Learn How to Solve Problems See how one Georgia principal used his leadership training to increase 241https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Systematic Approach to Developing School Leaders Pays Off for Principal Retention 3797GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61​​​​​​​Wallace recently released a research report that contained a welcome—and unusual—finding for those interested in improving public K-12 schools&#58; A change initiative had succeeded in moving the needle on student achievement. The report, <a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx"> <em>Principal Pipelines&#58; A Feasible, Affordable, and Effective Way for Districts to Improve Schools</em></a>, detailed RAND Corporation research into what happened when six large school districts introduced a systematic approach to developing school principals. <div> &#160;&#160; <br>But a bit overlooked in the initial burst of news and social media accounts of the achievement findings was another important nugget from the report. The approach to developing principals, known as building a principal pipeline, was a boon to school leader retention, too.</div><div> &#160;&#160; <br>​Specifically, newly placed principals in the six districts were almost 8 percentage points more likely to remain in their schools for at least three years than newly placed principals in comparison schools in other districts. That means that for every 100 newly placed principals, pipeline districts experienced eight fewer losses than the comparison districts.</div><div>&#160;</div><div><img alt="3-Principal-retention.png" src="/News-and-Media/Blog/PublishingImages/Pages/Principal-retention-findings-from-PPI-report/3-Principal-retention.png" style="margin&#58;5px;" />&#160;</div><div> This matters because principal churn is a problem for many districts. The annual turnover rate of principals in U.S. public schools was about 18 percent in the 2015-2016 school year, according to U.S. Department of Education figures cited in the report, and higher still for schools with large numbers of disadvantaged students. There’s a price to be paid for this. Replacing a principal costs about $75,000, the report says, pointing to research on the topic. The cost in disruption to schools, teachers and students is high as well. Why? In part because rapid turnover undermines a simple necessity—the actions that principals take to try to improve student performance need time to be carried out and bear fruit, according to other research the report points to.&#160;&#160;</div><div>​<br>​<img class="wf-Image-Left" alt="gates_9114-(002).jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Principal-retention-findings-from-PPI-report/gates_9114-(002).jpg" style="margin&#58;5px;width&#58;152px;" />The effects of the pipeline on retention could not be measured with as much precision as student achievement, but when the six pipeline districts are pooled together in one analysis, “we find a robust, statistically significant result,” says Susan Gates, lead author of the RAND report. Variation in retention across these districts could possibly be attributed to such factors as how many principal vacancies each district faced year-to-year in the five-year initiative, which began in fall 2011, and the different ways the districts approached principal reassignment. For example, some districts may have been inclined to move a new principal who had performed well in two years to another school with greater needs.<br></div><div><br>Additionally, the pipeline’s positive effect on retention seems to have generally increased over time. Principals newly placed in pipeline-district schools in the initiative’s fourth year, the 2014-2015 school year, had a three-year retention that was close to 17 percentage points higher than the retention of newly placed principals in the comparison schools in other districts. “That’s encouraging evidence and what I would have expected to see,” Gates says.</div><div>&#160;</div><div>The reason, she explains, is that the pipeline approach to developing effective principals consists of&#160;implementing&#160;a set of policies and practices—such as high-quality pre-service training, data-informed hiring and appropriate on-the-job support—and some these likely needed more time than others to unfold and have an impact on cohorts of newly placed principals. Changes in hiring procedures or job support, for example, could have yielded results almost immediately. Improving pre-service training, on the other hand, would likely have had a delayed effect because candidates who completed revamped programs would not typically have been hired as principals for several years. “I would expect that with retention, in particular, that over time, those outcomes would improve—as districts build a more robust hiring pool through revised pre-service, candidates are selected based on a more rigorous approach and principals are supported more effectively,” Gates says.</div><div> &#160;&#160; </div><div>The RAND report was part of a wide-ranging study of the Principal Pipeline Initiative conducted with Policy Studies Associates, which in a <a href="/knowledge-center/pages/building-a-stronger-principalship.aspx">series</a> of reports examined the initiative’s implementation in the participating districts—Charlotte-Mecklenburg, N.C.; Denver; Gwinnett County, Ga. (outside Atlanta); Hillsborough County (Tampa), Fla.; New York City; and Prince George’s County, Md. (outside Washington, D.C.).</div><div> &#160;&#160; </div><div>A follow-up study by Policy Studies Associates, published in February this year, provides additional evidence of the benefits of pipelines for retention. In <a href="/knowledge-center/pages/sustainability-of-principal-pipeline-initiative.aspx"> <em>Sustaining a Principal Pipeline</em></a>, which looks at the pipelines’ status two years after Wallace support for the initiative ended, officials from three districts reported they were keeping tabs on turnover to gauge the results of the pipeline work and determine how many principal vacancies would likely need to be filled.</div><div>&#160;</div><div><img class="wf-Image-Left" alt="Turnbull headshot (002).JPG" src="/News-and-Media/Blog/PublishingImages/Pages/Principal-retention-findings-from-PPI-report/Turnbull%20headshot%20(002).JPG" style="margin&#58;5px;width&#58;124px;" />All three—Charlotte, Denver and New York—said they had seen improved principal retention, according to the report. That’s a good result as far as the districts’ leaders are concerned, according to Brenda Turnbull, who co-led the Policy Studies Associates research.</div><div> &#160;&#160;&#160;<br>&#160;“What districts want, not surprisingly, is to put good principals into schools that are a good fit, have them stay in place for years, and then maybe transfer them to another school that needs them or promote them to a principal supervisor position,” she says. “From the perspective of a responsible district leader, a struggling principal who quits or isn’t renewed is a sign that something has gone wrong with preparation, selection and placement, or ongoing support.&#160;So when retention was increasing, these pipeline districts saw that as validation of their pipeline efforts.&#160;It was something that they had been working toward.&#160;Of course some turnover is inevitable and can be healthy, but no district really wants to have revolving doors in its principals’ offices.”&#160;</div><div> &#160;&#160;&#160;<br>&#160;One note for those interested in pursuing pipelines as a retention strategy&#58; A recent <a href="/knowledge-center/pages/essa-evidence-review-of-the-principal-pipeline-initiative.aspx">analysis</a> finds that RAND’s retention research is strong enough to meet federal evidence-of-effectiveness criteria for funding under the Every Student Succeeds Act, including its Title I stream.</div><div> &#160;&#160;&#160;<br>&#160;To see a collection of resources about principal pipelines and the related research, check out <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">this page</a>.</div>Wallace editorial team792019-04-26T04:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.4/26/2019 5:15:29 PMThe Wallace Foundation / News and Media / Wallace Blog / Systematic Approach to Developing School Leaders Pays Off for Principal Retention recently released a research report that 307https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Systematic Approach to Principal Development Can Benefit Students4810GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​​​​​The RAND Corporation’s new groundbreaking report, <a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx"><em>Principal Pipelines&#58; A Feasible, Affordable, and Effective Way for Districts to Improve Schools</em></a>, presents strong evidence that student achievement benefits when large&#160;districts invest in hiring, developing and supporting high-quality principals. But what does it take for a school district to build a sturdy pipeline of talented principals and sustain it? Superintendents from four districts shared insights during a panel discussion marking the publication’s launch at Baruch College in New York City. </p><p>The panelists—Richard Carranza, chancellor of the New York City Department of Education; Jeff Eakins, superintendent of Hillsborough County Public Schools, Florida; Monica Goldson, interim CEO of Prince George’s County Public Schools, Maryland; and J. Alvin Wilbanks, CEO and superintendent of Gwinnett County Public Schools, Georgia—engaged in a lively conversation moderated by Sonja Santelises, chief executive officer of Baltimore City Public Schools. The panelists’ districts, along with Denver Public Schools and Charlotte-Mecklenburg Schools, North Carolina, participated in Wallace’s Principal Pipeline Initiative, which helped fund their pipeline-building activities from 2011 to 2016. The RAND report examined the results of the effort and found that across the districts, student math and reading achievement in schools with new principals outpaced achievement in similar comparison schools elsewhere in the districts’ states. The impact was notable. “We found no other comprehensive district-wide initiatives with demonstrated positive effects of this magnitude on student achievement,” RAND’s lead research on the project, Susan Gates, has said.</p><p>The panel discussed the importance of building all four components of a comprehensive principal pipeline—rigorous leadership standards, effective pre-service training, selective hiring and placement, and on-the-job support—to see results. Here are a few key takeaways from their conversation&#58;</p><p><strong>Creating a principal pipeline takes a village.&#160; </strong> <br> Every district department has to get behind the work, and to succeed “all parts of the pipeline have to be in alignment, from beginning to end,” Eakins said. In Hillsborough, this has meant examining the work of principal supervisors, the district staff members who support and evaluate principals. The district created standards for supervisors and re-interviewed everyone in the position to ensure they were the right fit to develop principals as instructional leaders. </p><p>These efforts resonated with Valerie Wanza, chief school performance and accountability officer for Broward County Public Schools, Florida, who attended the event. Broward (as well as Santelises’ Baltimore) is one of six schools districts in Wallace’s Principal Supervisor Initiative, which aims to refashion the supervisor job so it focuses less on administration and more on work with principals &#160;to boost instruction. “As a supervisor of principal supervisors, what was reported today reaffirms that we’re going in the right direction,” she said.&#160; </p><p><strong>Principal burnout is real. On-the-job support combats it.</strong> <br> The RAND report found that pipeline activities had a profound effect on retention, with new principals in the Pipeline districts more likely to stay in their jobs for at least three years than new principals in comparison schools. On-the-job support is critical to reducing turnover, the panelists noted, especially for principals leading schools in disadvantaged communities. “We just don’t pat them on the back and tell them, “Oh, you have the tools in your toolkit to handle that,” said Goldson from Prince George’s County Public Schools. Instead, the district figures out how to help. One strategy&#58; Staff at-risk schools with a community resource advocate who can address students’ social and emotional needs, allowing the principal to stay focused on improving instruction. </p><p><strong>Be a data-driven matchmaker.</strong> <br> New York City’s Carranza likened hiring a principal to online dating. “Look at it as an eHarmony moment,” he suggested. “You have to match the right leader with the right community, and couple that with the right types of support.” <a href="/knowledge-center/pages/leader-tracking-systems-turning-data-into-information-for-school-leadership.aspx">Operating a leader tracking system</a>, essentially an electronic collection of profiles of aspiring and current principals, has made finding the best qualified candidate much easier for the Pipeline districts. It also ensures that great people don’t slip through the cracks. Not every graduate of Gwinnett’s internal training program becomes a principal immediately, noted Wilbanks. Using the leader tracking system, the district can review the skills and experiences of all potential candidates when a position opens. </p><p><strong>Your future principals are in the classroom.</strong><br> The panelists also noted that the pipeline work has made them more attentive to their leadership pools. Gwinnett, for instance, recognized it had few male principals and assistant principals who are African American. In response, it plans to launch a formal program to identify high-potential African American male teachers who might step up to the job. Hillsborough actively mines its classrooms, too—a big departure from pre-pipeline days when the district typically waited for individuals to express interest in school leadership. Today, it seeks out talented teachers, gives them opportunities to demonstrate leadership, and then gets “in their ear” about becoming a principal, said Eakins. </p><p><strong>Take advantage of partnerships.</strong> <br> University partnerships, too, have proven beneficial to Hillsborough’s pipeline, added Eakins. After recognizing that the district lacked principals with the skillset to lead struggling schools, it worked with the University of Tampa and the University of South Florida to develop a master’s degree in educational leadership for turn-around schools. Four years later, nearly 50 Hillsborough principals are now graduates of the program.&#160; </p><p><strong>Federal dollars could be available to build principal pipelines.</strong> <br> An independent analysis of the RAND report found that RAND’s research about student achievement and principal retention is of sufficient quality to meet evidence standards required (or encouraged) for certain pockets of funding under the federal Every Student Succeeds Act, including the major Title I funding stream. &#160;Will Miller, president of The Wallace Foundation, took note of that at the event. <a href="/knowledge-center/pages/essa-evidence-review-of-the-principal-pipeline-initiative.aspx">Evidence from the RAND study</a>, he said, “suggests that the creation of principal pipelines, aligned with the evidence base, deserves serious consideration by large districts, understanding that they can adapt the approach to their local context and use Title I funds to do so.” </p><p>Goldson advised districts to examine their system data to make the case for change, then use RAND’s research to show why building a pipeline is money well spent. “For $42 per child [per year], you have an opportunity to invest in human capital that will deliver improvements in student achievement,” she said.&#160;&#160; </p><p><strong>Learn from your peers.</strong> &#160;<br> Wilbanks offered advice to districts starting to build their pipeline&#58; Don’t do it alone. Reach out to other districts, learn from them, then share you own strategies. In fact, he plans to call on fellow Pipeline districts that are excelling in particular areas to find out “how I can catch up with them.” After all, the RAND report confirms that they’re on to something. The findings, he added, are “proof positive that the efforts and cost in both human resources and physical resources can and does make a difference to student achievement.” </p><p>And for those who missed the official report launch, fear not. You can catch the recorded livestream<a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx"> here</a>. You can also see more behind-the-scenes coverage of the event in this <a href="https&#58;//www.facebook.com/376102262278/posts/415103819282029">Facebook Live video</a>. </p>Jennifer Gill832019-04-09T04:00:00ZSuperintendents discuss what leads to success in building principal pipelines4/15/2019 2:39:17 PMThe Wallace Foundation / News and Media / Wallace Blog / Systematic Approach to Principal Development Can Benefit Students Superintendents discuss what leads to success in building 176https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
A University Works to Supply a Principal Pipeline4566GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​Responding to customers’ needs and desires is a given in retail, but in school leader preparation programs? In a <a href="https&#58;//ung.edu/news/articles/2019/03/gwinnett-county-schools-partners-with-ung-on-certificate-program.php" target="_blank">recent blog post</a>, the University of North Georgia describes the process of earning the “seal of approval” from one of its customers—Gwinnett County Public Schools—by engaging with the school district to determine how the university’s Educational Leadership Certification Program could better respond to the needs of a district that hires its graduates.</p><p>Using a program assessment tool called <a href="/knowledge-center/pages/quality-measures-principal-preparation-program-assessment.aspx">Quality Measures</a>, representatives&#160;from the school leader training program and&#160;the large Atlanta-area district worked together to take stock of how well the program was preparing its graduates for the demands of the principalship. The information generated from the assessment guided both institutions in developing an improvement plan for the program. </p><p>In January, Gwinnett approved the University of North Georgia program as its newest partner for educational leadership certificates. The university is now one of six Georgia institutions of higher education working in partnership with the school district. The university “is going to help build and improve an assistant principal and principal pipeline for Gwinnett County,” Catherine Rosa, an assistant professor in the program, says in the blog post. She goes on to describe Gwinnett County as a leader in Georgia and the nation in developing effective school leaders.</p><p>Gwinnett County Public Schools is one of six large districts that participated in Wallace’s Principal Pipeline Initiative, which tested whether <a href="/knowledge-center/pages/building-a-stronger-principalship.aspx">districts could build and improve “principal pipelines”</a> to train, hire, and&#160;support and evaluate school principals. A report on the impact of principal pipelines is scheduled to be released in April.&#160; </p><p>To read the full article, click <a href="https&#58;//ung.edu/news/articles/2019/03/gwinnett-county-schools-partners-with-ung-on-certificate-program.php">here</a>. </p><p> <em>Header photo&#58; Berkmar High School, headed by Principal Al Taylor, is one of 140 schools in Gwinnett County. Photography by Claire Holt.</em></p>Wallace editorial team792019-04-02T04:00:00ZHow the University of North Georgia earned the Gwinnett school district’s ‘seal of approval’ for its principal training program4/2/2019 5:07:12 PMThe Wallace Foundation / News and Media / Wallace Blog / A University Works to Supply a Principal Pipeline How the University of North Georgia earned the Gwinnett school district’s 123https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Building an Ecosystem of Talent Development for Principals 10375GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>​​In 2011, we launched the Principal Pipeline Initiative to test whether six large districts could put in place systems aimed at developing corps of effective school principals. Independent studies of the initiative’s implementation thus far have found that <a href="/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx">building principal pipelines</a> proved both feasible and affordable in the six participating districts, and we’ll soon know more about how this work impacted student achievement. But when the initiative concluded&#58; the question of sustainability remained&#58; Would districts maintain these pipeline components—and if so, how? </p><p>Now a Policy Studies Associates team led by researchers <a href="/about-wallace/People/Pages/Leslie-Anderson-.aspx">Leslie Anderson​</a> and Brenda Turnbull has interviewed key decision makers and surveyed novice principals to understand to what extent they are still carrying out the four components of the pipeline, what changes they have made and if principals’ perspectives on their hiring and placement, evaluation and support are similar to previous findings. Their findings are published in a new study <a href="/knowledge-center/pages/sustainability-of-principal-pipeline-initiative.aspx">Sustaining a Principal Pipeline</a>. &#160;&#160; </p><p>We asked Anderson to elaborate on the report’s findings and what they mean for the sustainability of strong principal pipelines.&#160; </p><p> <strong>What are the most significant implications of these findings for districts that want to develop and operate principal pipelines?</strong></p><p> <em>It’s worthwhile&#58;</em> There is a real payoff that districts have seen from steady investment of time and thought in developing and refining several key ingredients for leader development&#58; standards; partnerships; succession planning; mentoring and coaching, and leader tracking systems. Moreover, principals’ survey responses indicate that newly placed principals see strengths in the preparation and support they have received. As of 2018, the principal pipeline shows staying power. </p><p> <em>It’s a process not a product&#58;</em> One district leader described their pipeline experience as a journey rather than a destination that one reaches through shortcuts. No one should think that one district is “the district to watch” and try to copy what that district does. Instead, building a pipeline is a developmental process that district leaders must grow into. </p><p> <em>It’s affordable&#58;</em> There is almost no cost associated with developing leadership standards. In addition, only moderate costs are associated with creating a standardized application for principal candidates. Yet this relatively low-cost upgrade to district hiring practices can quickly strengthen the pool of candidates qualified to fill school vacancies. Indeed, seven years after starting the Principal Pipeline Initiative, district leaders no longer report struggling to find highly qualified candidates to fill vacancies; they are impressed with the skills of the principals they are hiring. Moreover, over time, districts saw fewer principal vacancies, suggesting that principal turnover had declined and new principals were better prepared.<br> </p><p> <strong>What lessons does the study hold about how districts and universities can work together to improve preservice training for principals? What are the challenges and how can they be overcome? </strong></p><p>PPI districts saw real benefits from investing staff time in the care and keeping of their university partners. Denver, for example, assigned a staff person to meet with district partners regularly, often monthly or more, to co-plan the programming. The result, according to another district administrator, has been that “they're producing candidates that are highly qualified [to lead our] schools.” Similarly, principal supervisors in Charlotte-Mecklenburg spent years on a university partner’s board and worked together closely to identify gaps between the district’s leadership standards and the university’s preparation program coursework. Ultimately, as one district leader explained, if done right, the benefits of the partnership are shared&#58; “There is that mutual beneficial relationship that enables the university to have outstanding graduates and for us to have outstanding leaders.”&#160; </p><p>By 2018, district investments in their university partnerships had yielded dividends. Higher percentages of principals who had started on the job in more recent years (after March 2012) compared with those who had started earlier (before March 2012) reported that their preservice preparation emphasized competencies related to school improvement, including instructional leadership.&#160; Moreover, more recently prepared principals reported having started on the job with higher levels of preparedness for leadership. </p><p> <strong>The report mentions that there are some areas of confusion or overlap in the various systems of support for principals that the pipeline developed. &#160;What are these areas and how can schools and districts remedy them? </strong></p><p>Districts strive to coordinate principal support in a way that addresses principal needs but mitigates the risk of delivering conflicting messages. While principal supervisors, mentors and coaches are all necessary principal support, they need to be managed appropriately to avoid contradictory or confusing advice. A Denver principal supervisor described a novice principal getting four sets of guidance from four different people on a daily basis, for example.&#160; </p><p>Creating more lines of communication between support streams is a good first step toward mitigating conflicting messaging.&#160; Because people are busy, it’s often hard to know which support provider is helping principals develop which capacity or competency. A leader in Gwinnett County maintained that it was incumbent upon district leaders and support providers to work together to provide a coherent support structure that ultimately helps principals succeed. She suggested that districts should start by calibrating support providers in defining or diagnosing the needs of the school. And she cautioned that coordination does not mean standardization and that the support delivered to principals should vary in response to school contexts and needs.</p><p>Finally, there is a danger of overwhelming principals with support.&#160; First-year principals often feel as if they are “drinking from a firehose,” as an administrator put it, and they cannot absorb all of the support they receive. Prince George’s County has tried to address this problem by creating what it calls “a central office school support network” to coordinate all of the offices that impact the building so that the principal “didn't have to have 13 different meetings with 13 different offices at the beginning of the school year.”</p><p> <strong>With the emergence of the principal supervisor role as a key element of the pipeline, how can districts ensure that supervisors are able to focus mainly on principal support and development? </strong></p><p> Districts used a variety of strategies to ensure that supervisors could focus on principal support. Several hired more supervisors, reducing their span of control and thereby increasing the time supervisors could devote to developing principals’ instructional leadership skills. One district removed any responsibility for operations management from principal supervisors’ span of control by creating a department of academic support and another department for school operations.<br></p><p>Another, less costly approach one district took was organizing supervisors into different buckets of responsibility. Leaders in this district recognized that their supervisors reflected an assortment of competencies, some uniquely qualified to guide principals’ growth in instructional leadership, and some not. They opted to divide the work of their eight supervisors so that five would be instructionally focused and three would be operationally focused.&#160; </p><p> <strong>What was surprising to you about these findings? </strong></p><p>That this initiative has real staying power. That is, seven years after the PPI began, districts still have their principal pipelines. Districts still use standards to shape their principal preparation, hiring, evaluation and support systems; hiring managers have well-stocked pools of vetted principal candidates as well as individual-level data for use in their succession planning. Mentors, coaches and supervisors continue to build principals’ skills on the job. All six districts continue working on strengthening and expanding the pipeline components in ways that further manage and support the career progressions of principals. For example, they continue to strengthen the principal supervisors’ skills in supporting principals. They also work on strengthening principals’ capacity to identify and develop the leadership talents of aspiring leaders, recognizing that sitting principals play a key role as mentors. </p><p>In summary, as we mention in the <a href="/knowledge-center/pages/sustainability-of-principal-pipeline-initiative.aspx">sustainability report</a>, they are trying to build an ecosystem for talent development in which principals and principal supervisors regularly seek to identify and nurture the very best and brightest future leaders.&#160; </p><p><em>Leslie Anderson is&#160;a Managing Director at Policy Studies Associates (PSA).&#160;To read her full bio </em><a href="/about-wallace/People/Pages/Leslie-Anderson-.aspx"><em>click here​</em></a><em>.</em><br></p>Wallace editorial team792019-02-19T05:00:00ZStudy finds Principal Pipelines have staying power and big payoffs for districts.2/19/2019 2:55:47 PMThe Wallace Foundation / News and Media / Wallace Blog / Building an Ecosystem of Talent Development for Principals Study finds Principal Pipelines are durable and have big payoffs 605https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Principals Need Coaches Too10269GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61;GP0|#8cf34914-7bff-4dc4-95c0-d6e59a295cba;L0|#08cf34914-7bff-4dc4-95c0-d6e59a295cba|Effective Principal Leadership;GPP|#330c9173-9d0f-423a-b58d-f88b8fb02708;GP0|#d4c2da24-0861-47f9-85bd-ee1c37263157;L0|#0d4c2da24-0861-47f9-85bd-ee1c37263157|Principal Supervisors;GP0|#f86ec85e-a137-43e2-8c12-5ce0b67efe8e;L0|#0f86ec85e-a137-43e2-8c12-5ce0b67efe8e|Principal Training<p>Is it feasible for districts to reconceive the role of those who supervise principals so less time is spent on compliance and more time on coaching to help principals strengthen teaching and learning in their schools? Is there an inherent conflict between supervising and evaluating principals and being a trusted coach?</p><p>A <a href="http&#58;//www.wallacefoundation.org/knowledge-center/Documents/A-New-Role-Emerges-for-Principal-Supervisors.pdf">new Vanderbilt University–Mathematica Policy study</a> offers answers to these questions by examining how six districts participating in <a href="http&#58;//www.wallacefoundation.org/knowledge-center/school-leadership/pages/principal-supervisors.aspx">The Wallace Foundation’s Principal Supervisor Initiative</a> have reshaped the role.</p><p>The study concludes that in those urban districts — Baltimore; Broward County, Florida; Cleveland; Des Moines; Long Beach, California; and Minneapolis — it was feasible for principal supervisors to focus on developing principals. This important and complex work was done in less than three years and has resulted, to date, in principals feeling better supported. In addition, the role change has led to the districts’ central offices becoming more responsive to schools’ needs.</p><p>Principals felt better supported and saw no tension between the supervisor’s role as both evaluator and coach. The principal supervisor is a continuous presence in the school — a member of the community, not a visitor. Learning is continuous.</p><p>This role is relatively new on the scene — in fact, five years ago, there was no common term for it. Sometimes called principal managers or even instructional leadership directors, the people in these positions oversaw large numbers of principals and traditionally handled regulatory compliance, administration, and day-to-day operations.</p><p><img alt="74-Million-Blog-lg-feature.jpg" src="/News-and-Media/Blog/PublishingImages/74-Million-Blog-lg-feature.jpg" style="margin&#58;5px;" />&#160;</p><p>They rarely visited a school more than once every few months and therefore did not work directly with principals. A 2013 <a href="http&#58;//www.wallacefoundation.org/knowledge-center/Documents/Rethinking-Leadership-The-Changing-Role-of-Principal-Supervisors.pdf">Council of the Great City Schools survey</a> of principal supervisors in 41 of the nation’s largest districts also identified other problems, including insufficient training, oversight of too many principals, mismatches in assignments to schools, and a lack of agreement about job titles.</p><p>Wallace launched the Principal Supervisor Initiative in 2014 to see whether and how districts could reshape the job. An important step was the development of the first-ever voluntary <a href="http&#58;//www.wallacefoundation.org/knowledge-center/pages/model-principal-supervisor-professional-standards-2015.aspx">national model standards for supervisors</a> in 2015, a process led by the Council of Chief State School Officers. These standards emphasize developing principals as professionals who “collaborate with and motivate others, to transform school environments in ways that ensure all students will graduate college- and career-ready,” rather than focusing on compliance with regulations. In the new study, the participating districts pointed to the importance of having standards for the job as a foundation for the position’s redesign.</p><p>That study suggests that “substantial, meaningful change is possible” across five areas. “After three years, we saw substantial change in all districts,” says Ellen Goldring, the study’s lead author. “They came up with efficient and effective ways to position supervisors so they could fill the coaching and supporting gap.” Specifically, the districts&#58;</p><ul><li>Revised principal supervisors’ job descriptions, relying on the national model standards that emphasize instructional leadership.</li><li>Reduced the number of principals whom supervisors oversee by almost 30 percent, from an average of 17 to 12.</li><li>Trained supervisors to support principals.</li><li>Created systems to identify and train new supervisors.</li><li>&#160;Restructured the central office to support and maintain the changed supervisor role.</li></ul><p>Following the redesign, most principal supervisors in the six districts reported that they now spend most of their time — 63 percent — in schools or meeting with principals. This shift means supervisors are working directly with principals, engaging in new routines and practices, such as participating in classroom walk-throughs, coaching, leading collaborative learning, and providing ongoing feedback.</p><p>Across districts, the principals emphasized that they trusted their supervisors to function as both supporters and evaluators. As one Cleveland principal explained&#58; “You don’t feel as though it’s your boss evaluating you. So it’s very comfortable. He’ll come in, he’ll have a conversation with you. … He always asks, ‘How can I support you? What do you need from me?’” It’s more of that than a formulated check-the-box.”</p><p>The districts also trained the supervisors to recognize high-quality instruction or better coach principals. For many, it was the first time they were provided with professional instruction specifically for their role. After two years, 80 percent of the supervisors reported participating in such opportunities.</p><p>In addition to offering professional development, districts began to identify more promising principal supervisor candidates and restructured central offices to support the new role and redistribute some noninstructional duties from supervisors to others in those offices.</p><p>Still, districts face some challenges. Goldring notes that the districts are continuing to refine the way they revamp the supervisor role, including defining what instructional leadership means, finding the right balance between supervisors’ time in school versus the central office, and providing uniformly high-quality training.</p><p>“It’s a heavy lift,” says Goldring. “But this study represents an incredibly positive example of the power of the supervisor role and a hopeful story about the power of district reform.”</p><p>Vanderbilt and Mathematica are planning two more reports to be published in 2019&#58; One will measure the initiative’s impact on principal effectiveness, and the other will compare principal supervision in the six districts in the study with peers in other urban districts.</p><p><em>This article first appeared in <a href="https&#58;//www.the74million.org/article/spiro-principals-need-coaches-too-what-a-new-study-of-6-large-school-districts-reveals-about-the-shifting-role-and-value-of-principal-supervisors/" target="_blank">The 74 Million</a> and is reposted with permission.</em></p>Jody Spiro142018-08-28T04:00:00ZPrincipals Need Coaches Too: What a New Study of 6 Large School Districts Reveals About the Shifting Role, and Value, of ‘Principal Supervisors’8/29/2018 3:10:43 PMThe Wallace Foundation / News and Media / Wallace Blog / Principals Need Coaches Too What a New Study of 6 Large School Districts Reveals About the Shifting Role, and Value, of 4053https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
How Data Systems Can Help Foster Effective School Leadership10325GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p><strong>“</strong><strong>Data are sexy. </strong>You might not think so, but I do.” &#160;</p><p>So begins a “My View” <a href="http&#58;//my.aasa.org/AASA/Resources/SAMag/2018/Jun18/colPelzer.aspx" target="_blank">column in the current issue of <em>School Administrator</em> magazine</a> by Nicholas Pelzer, data cheerleader and senior program officer in Wallace’s education leadership unit. What’s the source of Pelzer’s enthusiasm for all things data? He extols the power of information “to aid school districts with one of their most daunting tasks&#58; ensuring an effective principal leads every school.” </p><p><img class="wf-Image-Left" alt="Nick_Pix-retouch.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Data-Systems-Foster-Effective-School-Leadership/Nick_Pix-retouch.jpg" style="margin&#58;5px;width&#58;317px;" />Pelzer works with a number of Wallace-supported districts that have developed data systems to, in his words, “strategically manage the flow of talent into the principalship.” He goes on to describe how these systems have assisted with tasks as various as projecting principal vacancies and analyzing school performance trends. They have proved especially valuable in assisting with hiring principals and making suitable matches between them and the schools they oversee, Pelzer says. He also discusses what it takes to set up the systems. &#160;</p><p>If you want to find out more about data systems to foster effective school leadership, check out this report, <a href="/knowledge-center/pages/leader-tracking-systems-turning-data-into-information-for-school-leadership.aspx"><em>Leader Tracking Systems&#58; Turning Data Into Information for School Leadership</em></a>, and this Wallace Story From the Field, <a href="/knowledge-center/pages/chock-full-of-data-how-school-districts-are-building-leader-tracking-systems-to-support-principal-pipelines.aspx"><em>Chock Full of Data&#58; How School Districts Are Building Leader Tracking Systems to Support Principal Pipelines</em></a>.</p>Wallace editorial team792018-07-02T04:00:00ZWallace’s Nicholas Pelzer Describes the Value of Data for Cultivating Talent7/2/2018 2:15:42 PMThe Wallace Foundation / News and Media / Wallace Blog / How Data Systems Can Help Foster Effective School Leadership Wallace’s Nicholas Pelzer Describes the Value of Data for 461https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
How to Build Strong Principal Pipelines16099GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>“The right culture is paramount for improvement,” says Doug Anthony, associate superintendent of Prince George’s County (Md.) Public Schools, explaining the evolution of the district’s ongoing school-leadership development efforts. </p><p>Anthony joined his colleague Damaries Blondonville, the district’s senior project manager, and Wallace’s Jody Spiro, director of education leadership, to discuss their work building a principal pipeline and field questions in recent webinar hosted by ASCD, an organization that supports educators in learning, teaching and leading. Topics discussed included&#58; </p><ul><li>Building effective university partnerships,<br> <br> </li><li>Refining leadership standards, and<br> <br> </li><li>Created ongoing professional development.<br><br></li></ul><p>&#160;You can listen to the full recorded webinar <a href="http&#58;//www.ascd.org/professional-development/webinars/building-a-stronger-principalship-webinar.aspx" target="_blank">here</a> on ASCD’s website. </p><p>For an in-depth breakdown of the components necessary to build effective principal pipelines, don’t miss our six-episode series, <a href="/knowledge-center/pages/podcast-principal-pipeline.aspx">The Principal Pipeline Podcast</a>. The <a href="/knowledge-center/pages/shoring-up-two-critical-roles-assistant-principals-and-principal-supervisors.aspx">final episode</a> brings a sharper lens to Prince George’s County’s work on two other critical roles&#58; assistant principals and principal supervisors. </p> Wallace editorial team792018-06-20T04:00:00ZWebinar highlights steps districts take to develop effective school leaders6/22/2018 5:55:23 PMThe Wallace Foundation / News and Media / Wallace Blog / How to Build Strong Principal Pipelines Webinar highlights steps districts take to develop effective school leaders 330https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Districts Use Data to Help Boost School Leadership10327GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>Basing decisions on reliable, pertinent information is a smart idea for any human endeavor. Talent management is no exception. That’s the reason a number of Wallace-supported school districts in recent years have undertaken the difficult task of building “leader tracking systems” in the service of developing a large corps of effective principals.</p><p>A leader tracking system is a user-friendly database of important, career-related information about current and potential school leaders—principal candidates’ education, work experience and measured competencies, for starters. Often this information is scattered about different district offices and available only in incompatible formats.&#160; When compiled in one place and made easy to digest, by contrast, the data can be a powerful aid to decision-making about a range of matters necessary to shaping a strong principal cadre, including identifying teachers or other professionals with leadership potential; seeing that they get the right training; hiring them and placing them in the appropriate school; and supporting them on the job. </p><p> <img alt="Data_Sources_LTS.jpg" src="/News-and-Media/Blog/PublishingImages/Data_Sources_LTS.jpg" style="margin&#58;5px;" /> </p><p>In a panel discussion during a Wallace gathering in New York City this week, representatives of two districts that have built leader tracking systems talked about their experiences. Their assessment? The effort was worth it, despite the reality that constructing the systems required considerable time and labor. &#160;</p><p>Jeff Eakins, superintendent of the Hillsborough County (Tampa, Fla.) Public Schools, said the data system has proved invaluable to “the single most important decision I make…the hiring of principals.” That’s because the system can give him an accurate review of the qualifications of job finalists along with a full picture of a school that has an opening, he said. Similarly, in Prince Georges County, Md., (outside of Washington, D.C.), Kevin Maxwell, the chief executive officer of the public schools, said he is now able to compare a “baseball card” of candidate data with school information, thus getting the background he needs to conduct meaningful job interviews—something he does for all principal openings. With the information from the data system, he says, “I have a feel for what that match looks like.” </p><p> <img class="wf-Image-Left" alt="TrishandDoug.jpg" src="/News-and-Media/Blog/PublishingImages/TrishandDoug.jpg" style="margin&#58;5px;" />For their part, two people who were instrumental in the development of their districts’ leader tracking systems—Tricia McManus, assistant superintendent in Hillsborough, and Douglas Anthony, associate superintendent in Prince George’s County—offered tips for others considering whether to take the plunge. From McManus&#58; Expect construction to take time. Hillsborough’s system took “several years” to be fully functional, she said. From Anthony&#58; Find a “translator,” someone who can bridge the world of IT and the world of the classroom, so educators and technology developers fully understand one another. From both&#58; Once the system is completed, know that the job isn’t done. Information needs to be regularly updated and kept accurate.</p><p>Want to find out more? A <a href="/knowledge-center/pages/leader-tracking-systems-turning-data-into-information-for-school-leadership.aspx">report</a> from researchers at Policy Studies Associates examines the uses of &#160;leader tracking systems in six Wallace-supported school districts and provides guidance based on the districts’ system-building experiences. A Wallace <a href="/knowledge-center/pages/chock-full-of-data-how-school-districts-are-building-leader-tracking-systems-to-support-principal-pipelines.aspx">Story From the Field</a> shows how leader tracking systems helped districts end such difficulties as job-candidate searches through “a gajillion résumés.” Also, listen to Tricia McManus and Douglas Anthony discuss their districts’ work to build a strong pipeline of principals in Wallace’s podcast series<em>, </em> <a href="/knowledge-center/pages/podcast-principal-pipeline.aspx"> <em>Practitioners Share Lessons From the Field</em></a>.</p>Wallace editorial team792018-04-26T04:00:00ZYour source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.5/30/2018 5:56:09 PMThe Wallace Foundation / News and Media / Wallace Blog / Districts Use Data to Help Boost School Leadership Building “Leader Tracking Systems:” A Heavy Lift That’s Worth It 377https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
Principal Pipeline Gets Some Online Airtime16109GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>With increasing recognition that principals matter when it comes to school improvement, district officials are pondering the proper district role in everything from pre-service principal training to on-the-job principal support. These topics, and more, got <a href="http&#58;//www.blogtalkradio.com/edutalk2/2018/03/07/creating-and-supporting-the-principal-pipeline">online radio airtime</a>&#160;recently&#160;in a chat with representatives of Wallace’s <a href="/knowledge-center/school-leadership/pages/principal-pipelines.aspx">Principal Pipeline Initiative</a>, which is aiding efforts in six large districts to shape a large corps of effective school leaders. The setting was Education Talk Radio&#58; Pre K-20, whose host, Larry Jacobs, had a freewheeling conversation with Tricia McManus, assistant superintendent of Hillsborough County (Fla.) Public Schools; Glenn Pethel, assistant superintendent of Gwinnett County (Ga.) Public Schools; and, towards the end of the 40-minute segment, Jody Spiro, Wallace’s director of education leadership. &#160;</p><p>Here are a few nuggets&#58; </p><ul><li>McManus came up with a nice, concise definition of a principal pipeline, describing it as “an effective way to recruit, hire, select, develop, prepare, evaluate the very best leaders for our schools, especially our high-needs schools.”<br><br> </li><li>Pethel noted that in Gwinnett County mentoring new principals is serious business. &#160;He described the mentoring, often provided by retired principals, as “one of the most important things that we do in order to not only retain our new leaders but to continue to grow them, develop them, support them so that ultimately they become as effective as they possibly can.”<br><br></li><li>Both McManus and Pethel offered glimpses into their districts’ collaboration with select universities, partnerships that aim to ensure that aspiring leaders receive preservice training that meets district needs. “We work with those universities that are of a like mind—in other words, those universities who have worked very hard to improve the quality of their training programs, their formal leader prep programs,” Pethel said. In Hillsborough’s early work with its partner universities, the district made a point of spelling out its expectations for district principals, according to McManus. “Those competencies were a key driver in many of the changes the university partners have made,” she said, changes in everything from course content to practicums.<br><br></li><li>What’s the first step in setting up a strong principal pipeline? For Spiro, it all begins with an acknowledgement of just how important principals are. She urged districts “to recognize and appreciate and elevate the role of the principal, understanding how critical that role is to improving student achievement.” </li></ul><p>For even more from Pethel and McManus, listen to <a href="/knowledge-center/pages/podcast-principal-pipeline.aspx">The Principal Pipeline</a> podcast, episodes 2 and 4. </p> <br>Wallace editorial team792018-03-19T04:00:00ZChatting About Training, Mentoring and Recognizing the Importance of Principals5/17/2018 5:40:17 PMThe Wallace Foundation / News and Media / Wallace Blog / Principal Pipeline Gets Some Online Airtime Chatting About Training, Mentoring and Recognizing the Importance of Principals 179https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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