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On-the-Job Support Helps New Principals Build Skills—and Confidence3624GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p> <em>A principal pipeline is an approach to school leader development that can have major benefits for school districts, as indicated in <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">groundbreaking research</a> we published recently. Pipelines have four parts—rigorous job standards, high-quality pre-service preparation, selective hiring, and aligned on-the-job support and evaluation. In an occasional series, we examine each of these components by talking to principals in districts that, with Wallace support, tested the pipeline idea. In the <a href="/News-and-Media/Blog/pages/effective-school-leaders-learn-how-to-solve-problems.aspx">first post</a>, we found out how <em>pre-service training had prepared a Georgia principal to improve the graduation rate at his high school. Today, we explore how on-the-job support helped a newcomer to the principalship in North Carolina gain the skills and confidence he needed to succeed.&#160; &#160;&#160;&#160;</em></em></p><p>“We weren’t sure we wanted you here.” </p><p>“We didn’t think you would make it.” </p><p>Recalling these comments transports Mike Miliote back to 2010, when he was a novice principal at Matthews Elementary School in Matthews, N.C., about 12 miles from downtown Charlotte. With only 13 months under his belt as an assistant principal, Miliote had little administrative experience compared with other first-time principals—and his staff recognized it. In his first year on the job, Miliote avoided difficult conversations, he remembers. He also kept teachers out of the decision-making loop. </p><p>Even the best pre-service training can’t fully prepare new principals for the realities of their difficult and often lonely jobs. Yet in too many districts, novices are left to fend for themselves, an indication of “a longstanding ‘sink-or-swim’ mindset toward principals&#58; ‘You’re supposed to be a leader, so lead!,’” in the words of one <a href="/knowledge-center/pages/getting-principal-mentoring-right.aspx">Wallace report</a>. </p><p>Fortunately, this was not the situation that Miliote encountered, as he found when he progressed through a multiyear induction program with other novice principals offered by his employer, Charlotte-Mecklenburg Schools. The district started the program not only to help new principals sharpen their instructional leadership skills, but also to provide them with a network of peers they can lean on for support. “With a district approaching 180 schools, getting to know 10 to 20 other principals really well makes the district seem smaller and helps them feel more supported,” says Jevelyn Bonner-Reed, the district’s director of grant innovation.</p><p>For the first two years of the program, novice principals are paired with a high-performing veteran principal who mentors them during their transition into school leadership. In year three, principals study different leadership styles and how they apply to running a school at the Educational Leadership Institute at Queens University in Charlotte. They also take a time-management course to learn how to maximize their time spent on instructional leadership efforts.</p><p>The program culminates in the fourth year with a capstone project in which principals reflect on their leadership practice by interviewing their teachers and other staff members about what it’s like to work with them. The interviews “helped me gain an understanding of strengths and weaknesses from those I lead, regardless of how they perceived me,” Miliote says.&#160;His faculty members were candid, acknowledging their initial worries in comments like those above, but noted that he was now someone they wanted to stand behind.</p><p>Miliote credits the induction program for this transformation. As a principal, “you have to have confidence in yourself,” he says. “I don’t think I would have developed that without going through the program.” Miliote’s growth was reflected in the changes in how he carried out the job. He no longer ran away from conflict, instead encouraging staff members to tell him their concerns so they could find solutions together. He also started putting teachers in charge of school initiatives, something he would have never considered early on. </p><p>The students at Matthews turned out to be the ultimate beneficiaries of the collaborative working relationship between Miliote and his staff. The school’s academic achievement was just barely meeting growth expectations when he arrived. By the time he left in 2014, the school was exceeding it.&#160;&#160; </p><p>Miliote is now principal of Jay M. Robinson Middle School in Charlotte, which is also surpassing growth expectations under his leadership. In the future, he expects to take on an additional role&#58; Mentor to novice principals in the induction program. </p><p><em>Photo of Mike Miliote by Claire Holt</em></p>Jennifer Gill832019-07-23T04:00:00ZAn induction program guided a novice school leader through his early years on the job7/29/2019 5:58:10 PMThe Wallace Foundation / News and Media / Wallace Blog / On-the-Job Support Helps New Principals Build Skills—and Confidence An induction program guided a novice school leader 275https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
What If Districts Focused Not Just on Preparing and Hiring Principals But Also Retaining Them4255GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61<p>R <em>ecent <a href="/knowledge-center/pages/principal-pipelines-a-feasible,-affordable,-and-effective-way-for-districts-to-improve-schools.aspx">research</a> about Wallace’s <a href="/knowledge-center/school-leadership/pages/principal-pipeline-implementation.aspx">Principal Pipeline Initiative</a> found that when six large school districts carried out a systematic approach to cultivating effective school leadership, benefits for principal retention ensued. New York City was one of the pipeline districts, and in this guest column, Marina Cofield, senior executive director of the Office of Leadership at the New York City Department of Education, discusses why the nation’s largest school system decided that school leader retention mattered—and what steps to take in response.&#160;&#160;&#160;&#160;&#160;</em></p><p> <img class="wf-Image-Left" alt="marina.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/What-If-Districts-Focused-Not-Just-on-Preparing-and-Hiring-Principals-But-Also-Retaining-Them/marina.jpg" style="margin&#58;5px;width&#58;249px;" />Six years ago, I stepped into my current role heading the office responsible for ensuring that the school system has a strong pipeline of educational leaders—professionals well-prepared to fill all of our principal vacancies and lead our schools successfully. In a system of our size, with more than 1,600 schools serving 1.1 million children, this meant having well-qualified candidates for roughly 175 to 190 positions each year. As I thought about what the work entailed—developing stronger principal preparation programs and more strategic approaches to principal hiring—I reminded myself that our goal was to do more than fill empty slots. It was ultimately to provide every school in the system with a strong leader. </p><p>Perhaps, I thought, we should focus not only on increasing the number of well-trained educators ready to enter the principalship, but also on reducing the number of people who leave it.</p><p>Boosting principal retention made sense to me because of what we know about improving schools.&#160; In short, <a href="https&#58;//hbr.org/2017/09/research-how-the-best-school-leaders-create-enduring-change">research</a> has shown that meaningful, enduring school improvement doesn’t happen overnight, but rather takes at least three, and often more than five, years of strategic, sustained effort. Moreover, as a key driver of the change, school leaders must stay on the job more than just a few years in order to see their efforts all the way through—from visioning and strategic planning to piloting, school-wide scaling, monitoring and making adjustments over time.&#160; </p><p>We believe that we have landed on a way to help our principals not only survive but stay fully engaged in their roles over the long term. In the unique design of our New Principal Support program, we have found a strategy to increase retention for both early-career and more experienced principals.</p><p>Drawing on what we know about professional development generally, we decided the best approach was to provide individualized, job-embedded coaching for every new principal in the system. Our twist was who serves as the coach. We believe the people best positioned for this work are those who have very recently been successful principals in our system. These leaders understand the challenges and expectations of the position as they exist today, an especially important factor in a profession that is changing so rapidly. </p><p>We offered some of our best veteran principals three different ways to join our program team&#58; </p><ul><li>They could continue to lead their school and take on the responsibility of coaching just three new principals and receive a stipend; <br><br> </li><li>They could agree to leave their school for a year to participate in a full-time “coaching fellowship,” with the right to return to their principal position at the end of the year; or <br><br> </li><li>They could leave their school altogether and become a permanent member of our coaching staff.</li></ul><p>Recognizing that even the best principals don’t necessarily have highly developed coaching skills, we also trained the coaches in a robust professional learning program that is aligned to International Coach Federation standards and incorporates a focus on coaching for racial equity.&#160; </p><p>Our New Principal Support (NPS) program has yielded significant results, some intended and some a welcome surprise. In the intended department&#58; New principals who receive coaching through our program are staying on the job through their first two years at higher rates than those who did not receive our coaching. They also report overwhelmingly that the coaching is a valuable support and helps alleviate feelings of isolation in their job. </p><p>What we did not expect is that the program also has a positive impact on retention of the principal-coaches. Successful principals who have been in their positions for five years or more are looking for opportunities to grow professionally, to be part of a learning community and to broaden their impact. Being able to join our team of coaches (all of whom are exceptional principals), to participate in our professional learning series and to aid colleagues new to the profession checks all those boxes. As a result, our coaches report feeling energized and excited to continue leading their schools. </p><p>As one veteran high school principal who serves as a coach told us, “Teaching an old dog like me new tricks is no easy task, but the professional learning around coaching skills and racial equity I engaged in with NPS to prepare me for my work the past two years coaching new principals really sharpened my own principal and leadership skills and also specifically motivated me to tackle long-standing racial equity issues that had been festering in my school over the recent past.”</p><p>Keeping principals like this one on the job will pay dividends for his whole school community. It’s well worth our investment.&#160; </p><p><em>Top photo&#58; Jolon Shields, assistant principal at Origins High School, Brooklyn, New York. Photo by Claire Holt.</em></p> <p></p>Marina Cofield982019-07-09T04:00:00ZYour 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.7/9/2019 3:52:21 PMThe Wallace Foundation / News and Media / Wallace Blog / What If Districts Focused Not Just on Preparing and Hiring Principals But Also Retaining Them New York City was one of the 1109https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx
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 455https://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 536https://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 232https://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 140https://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 624https://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 4157https://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 496https://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 366https://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspxhtmlFalseaspx

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