Education Drivers

Principal Professional Development (In Service)

Publications

TITLE
SYNOPSIS
CITATION
A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work

This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.

Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work Retrieved from ../../uploads/docs/2015WingSummitTB.pdf.

 

Data Mining

TITLE
SYNOPSIS
CITATION
What percentage of new teachers receive induction services?
This probe examines the increasing use of teacher induction as a tool for offering new teachers training and support.
Keyworth, R. (2011). What percentage of new teachers receive induction services? Retrieved from what-percentage-of-new.
What areas do principals express as needing additional support?
This analysis examines principal's need for additional support and training based upon the North Carolina Working Conditions Survey.
States, J. (2014). What areas do principals express as needing additional support? Retrieved from what-areas-do-principals.

 

Presentations

TITLE
SYNOPSIS
CITATION
A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work
This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.
Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work [Powerpoint Slides]. Retrieved from 2015-wing-presentation-tom-bellamy.
Installing Tier 2/3 Behavior Supports in Schools: The Principal's Role
This paper describes the development, content and delivery of a professional development course for Principals regarding their role in multi-tiered systems of school-wide positive behavior supports.
Eber, L. (2015). Installing Tier 2/3 Behavior Supports in Schools: The Principal's Role [Powerpoint Slides]. Retrieved from 2015-wing-presentation-lucille-eber.
Now What? The Current State of Principal Preparation, Evaluation, and Support
This paper examines the current state of principal development in the context of best practices, including: evidence-based curriculum, well-trained instructors, effective coaching, and ongoing feedback and support.
Keyworth, R. (2015). Now What? The Current State of Principal Preparation, Evaluation, and Support [Powerpoint Slides]. Retrieved from 2015-calaba-presentation-randy-keyworth.
Principal Leadership and Why It Matters
This paper outlines what we know from both the research and the field in terms of principal leadership. It addresses the research and implementation challenges of developing effective principals.
McNulty, B. (2015). Principal Leadership and Why It Matters [Powerpoint Slides]. Retrieved from 2015-wing-presentation-brian-mcnulty.
Principals as Agents of Change
The purpose of this paper is to examine the role of principals in building quality schools. The presentation analyzes those critical skills required of an effective principal.
States, J. (2012). Principals as Agents of Change [Powerpoint Slides]. Retrieved from 2012-aba-presentation-jack-states.
TITLE
SYNOPSIS
CITATION
The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement

The U.S. Department of Education Office of Educational Technology published this brief that summarizes research on the role of online communities of practice and social networks in supporting the professional performance of educators.

U.S. Department of Education. (2014, November). The Future Ready District: Professional Learning Through Online Communities of Practice and Social Networks to Drive Continuous Improvement. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/11/Section7-FutureReadyDistrictBrief-Final.pdf.

Developing principals as instructional leaders

This paper describes a continuous learning model of principal and superintendent support. The model places a premium on engagement at all levels of the system on shaping a focused culture of instruction within their schools.

Fink, E., & Resnick, L. B. (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82(8), 598-610.

Make Room for the Principal Supervisors

This report describes how Denver Public Schools hired personnel to coach and evaluate its principals.

Gill, J., (2013). Make Room for the Principal Supervisors. The Wallace Foundation.

Lean on Me: Peer Mentoring for Novice Principals

This study focuses on the experiences of ten novice principals involved in a principal mentoring program in a large urban school district to examine the connections of theory and practice from training received in their administrative preparation program. It sought to understand the impact of receiving support and mentoring in retaining principals. Three themes emerged from the data: (1) the importance of networking with other principals, (2) individualized support with mentors, and (3) continuous development and professional growth. The research presented will contribute to the agenda of retaining quality administrators in the field.

Simieou, F., Decman, J., Grigsby, B., & Schumacher, G. (2010). Lean on me: Peer mentoring for novice principals. International Journal of Educational Leadership Preparation, 5(1), 1-9.

Designing Online Communities of Practice for Educators to Create Value

The U.S. Department of Education Office of Educational Technology published this report that details the results of exploratory research on how to design and manage online communities of practice for educators.

 

U.S. Department of Education. (2014, April). Designing Online Communities of Practice for Educators to Create Value. Retrieved from http://tech.ed.gov/wp-content/uploads/2014/10/Exploratory-Research-on-Designing-Online-Communities-FINAL.pdf.

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.
Education Leadership: A Bridge to School Reform
This report describes how Denver Public Schools hired people to coach and evaluate its principals.
DeVita, M., Colvin, R., Darling-Hammond, L., Haycock, K. (2007). Education Leadership: A Bridge to School Reform. The Wallace Foundation.
Principal's Time Use And School Effectiveness
This paper conducts a time-use analysis of data gathered from observing high school principals in Miami-Dade County Public Schools.
Horng, E. L., Klasik, D., & Loeb, S. (2010). Principal's time use and school effectiveness. American Journal of Education, 116(4), 491-523.
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
Getting Principal Mentoring Right: Lessons from the Field
Mentoring for new principals, once rare, is now required by half the nation’s states. That’s a major advance, but many programs are not yet tailored to developing principals who can drive better instruction, according to this Wallace analysis. The report looks at two school districts that stress mentoring - Jefferson County (Kentucky) and New York City -and proposes guidelines for effective mentoring.
Spiro, J., Mattis, M. C., & Mitgang, L. D. (2007). Getting principal mentoring right: Lessons from the field. Wallace Foundation.
TITLE
SYNOPSIS
Association for Supervision and Curriculum Development (ASCD)
This organization develops and delivers innovative programs, products, and services to educators in support student learners with a focus on professional development support.
Center for Creative Leadership
The Center for Creative Leadership provides research, training, consultation, and support for schools to improve their leadership capacity.
Center for Educational Leadership
The Center for Educational Leadership provides research and training in teaching effectiveness and school leadership.
Consortium for Policy Research in Education (CPRE)
CPRE looks at issues of teacher compensation, school finance, and principal evaluation for PK20.
Council of Chief State School Officers (CCSSO)
CCSSO is a nonpartisan, nationwide, nonprofit organization of public officials who head departments of elementary and secondary education in the states, provides leadership, advocacy, and technical assistance on major educational issues.
National Association of Elementary School Principals (NAESP)
NAESP is a professional organization serving elementary and middle school principals and other education leaders throughout the United States, Canada, and overseas.
National Association of Secondary School Principals (NASSP)
NASSP is a professional organization serving secondary school principals and other education leaders throughout the United States, Canada, and overseas.
National Center for the Evaluation of Educational Leadership Preparation and Practice
The purpose of this center is to make available valid and reliable evaluation research tools, methods and training materials and strategies for leadership preparation programs.
New Leaders
New Leaders is a national nonprofit that develops transformational school leaders and designs effective leadership policies and practices for school systems across the country.
Rainwater Leadership Alliance (RLA)
RLA exists to share data, provide exemplars, and promote and scale effective methods to develop and support PK-12 school leaders.
School Leaders Network
School Leaders Network provides the structure for public school principals to work together in SLN Networks to solve real problems, across whole campuses, as opposed to teacher-by-teacher.
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