Education Drivers

Principal Standards

Ideally, all aspects of school principal recruitment, selection, development, support, and accountability would be tied to and driven by a detailed set of standards that define principal competencies, preparation programs, and licenses. Each state has the responsibility for establishing, monitoring, and governing standards for principals in each of these areas. The states are responsible for establishing competency standards, approving principal preparation programs (including specific coursework, school-based learning experience, and faculty qualifications), and setting requirements for oversight of principal licensure/certification (initial and renewal). They also have the authority to monitor principal outcome data. Unfortunately, a significant number of states provide inadequate oversight of development and enforcement of these standards. Their policies are not aligned with evidence-based practices for these standards nor do they require principals to demonstrate desired competencies. They also collect little or no data on process or outcome performance of the state systems. As a result, principal training programs, professional development programs, and principal evaluation systems vary significantly in their alignment with state standards across and within most states.

Data Mining

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SYNOPSIS
CITATION
What is the experience level of school principals, in the role of principal?

The purpose of this analysis is to examine data from the National Schools and Staffing Survey on principal years of experience on the job.

Keyworth, R. (2014). What is the experience level of school principals, in the role of principal? Retrieved from what-is-experience-level834.

What is the postsecondary education level of school principals?
This analysis examines the Principal Follow-up Survey a component of the National Schools and Staffing Survey to determine principal education levels for public, private, and charter schools.
Keyworth, R. (2014). What is the postsecondary education level of school principals? Retrieved from what-is-postsecondary-education.
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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School Principals and School Performance
This paper uses data from New York City to estimate how the characteristics of school principals relate to school performance, as measured by students' standardized exam scores and other outcomes. There is little evidence of any relationship between school performance and principal education and pre-principal work experience, but some evidence that experience as an assistant principal at the principal's current school is associated with higher performance among inexperienced principals.
Clark, D., Martorell, P., & Rockoff, J. (2009). School Principals and School Performance. Working Paper 38. National Center for Analysis of longitudinal data in Education research.
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.
Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices
Research shows that most assessments of school leaders are ineffective in gauging how leaders are - or are not - promoting learning. This Wallace Perspective describes a possible new direction, highlights new assessment instruments and discusses unknowns in using assessments to improve leadership and benefit students.
Portin, B. S. (2009). Assessing the effectiveness of school leaders: New directions and new processes. The Wallace Foundation

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