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.