Education Drivers

Principal Needs Analysis

All aspects of school principal recruitment, selection, development, and support must be driven by a continual assessment of the current and projected needs of each school. This needs assessment should identify current and projected openings (driven by principal mobility and turnover), the types of school placements with openings (grade levels, start-up, turnaround), and the experience levels of current school principals. Each year, more than 25,000 school principals (22% of all principals) leave their schools to move to another school (5.9%), leave the profession altogether (11.5%) or leave their positions for other reasons (4.6%). The data also show a demographic bubble of school principals nearing retirement, 36,220 (32%) 55 years or older, likely increasing the need. Additionally, 42% (47,960) have less that 3 years’ experience, a key factor as research suggests it takes at least 3 years to learn the job and an average of 5 years to impact a school’s performance positively. All of these numbers are significantly worse for low-performing, high-poverty schools. Overall, the data suggest a significant need for effective school principals.

Data Mining

TITLE
SYNOPSIS
CITATION
How do education administration graduate candidates compare with students in other fields?
This analysis examines school principal entry qualifications as compared to other graduate fields of study.
States, J. (2014). How do education administration graduate candidates compare with students in other fields? Retrieved from how-do-education-administration.
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SYNOPSIS
CITATION
Learning from Leadership Project: Review of research How leadership influences student learning
This report examines the evidence on: How leadership matters and how important those effects are in promoting the learning of all children.
Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). Review of research: How leadership influences student learning.
The Making of the Principal-Five Lessons in Leadership Training
This Wallace Perspective plumbs foundation research and work in school leadership to identify five lessons for better training, including: more selective admission to training programs, a focus on instructional leadership and mentoring for new principals.
Mitgang, L. (2012). The Making of the Principal: Five Lessons in Leadership Training. Perspective. Wallace Foundation.
Leadership for student learning: Reinventing the principalship
This paper makes the argument that current models for school principal leadership and management must be reexamined in light the complexity of the responsibilities that are required of principals. New models must revolve around leadership for learning and management strategies that rely on outsourcing and team leadership and a reliance on principal assessment, accountability, and data collection.
Usdan, M., McCloud, B., & Podmostko, M. (2000). Leadership for student learning: Reinventing the principalship. Institute For Educational Leadership, 1, 24.
Balanced Leadership: What 30 years of research tells us about the effect of leadership on student achievement
This paper provides a review and quantitative analysis of 30 years of research into the impact of leadership on schooling.
Waters, T., Marzano, R. J., & McNulty, B. (2003). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement (pp. 1-19). Aurora, CO: Mid-continent Research for Education and Learning.

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