Principal Curriculum Content

The goal of this paper is to provide policymakers with recommendations for the design and implementation of strong principal development and evaluation systems. States and local school systems that pursue these ideas can use principal evaluation to drive a powerful vision of principal effectiveness and, by consequence, improve outcomes for all students.

Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.

Overview New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.

This paper examines a number of promising principal preparation programs to identify lessons for improving the impact of principals on student perrmance.

This literature review aims to provide district leaders with an understanding of the research and best evidence regarding the components of effective principal talent management systems.

Intended as a formative assessment tool, this guide provides detailed, individual state profiles and state-to-state comparisons of 8 policy areas and 21 policy criteria that support the development of effective leaders.

This study used within-program comparison of follow-up survey responses from two sets of program graduates from a university-based leadership preparation program to determine differences in program features and outcome measures.

Standardized tests play a critical role in tracking and comparing K-12 student progress across time, student demographics, and governing bodies (states, cities, districts). One methodology is to benchmark the each state’s proficiency standards against those of the National Assessment of Educational Progress (NAEP) test.  This study does just that.  Using NAEP as a common yardstick allows a comparison of different state assessments. The results confirm the wide variation in proficiency standards across states.  It also documents that the significant majority of states have standards are much lower than those established by the NAEP.

Over the past 10 years, the Southern Regional Education Board has helped states and public universities across the region evaluate their state policies for preparing school principals who are leaders of instruction. This benchmark report reviews the past decade and looks at 10 learning-centered leadership indicators to gauge how far states have come and how far they need to go in selecting, preparing and supporting leaders of change.

This study examined principal preparation programs within the Pennsylvania State System of Higher Education to ascertain whether their programs were structured in a way that would equip principal candidates with the leadership roles deemed essential for 21st century school leadership.

This report tells policymakers what metrics they must track in order to make the best decisions regarding the supply and training of school leaders.

This manuscript reports on two district’s efforts to improve the instructional leadership of principals, and lead teacher coaches in collaboration with an external support provider.

This report consists of two parts: a survey of 67 public school systems district staff serving as principal supervisors and on-site analysis of six districts pre-service training and support systems for new principals.

This book provides insight into the streams that are driving leadership theory and practice today. The Nature of Leadership, Second Edition provides students with an updated and complete yet concise handbook that solidifies and integrates the vast and disparate leadership literature.

The purpose of this study was to determine principals' perceptions of how effective mentoring programs and university-based principal preparation programs are in developing the skills necessary to carry out the 13 critical success factors identified by the Southern Regional Education Board (SREB). A review of the literature addressed what it means to be an effective principal and what an effective mentoring program should look like.

This paper explores the implementation of a professional development program (PDP) for school principals. Two methods for measuring fidelity of implementation of the PDP are examined

In this report, the Southern Regional Education Board evaluates some 60 internship programs within its states and finds them lacking in a number of ways, including failing to provide real experiences in leadership. It urges policymakers, universities and school districts to create apprenticeships that better prepare aspiring principals for the demands they will face.

This report of 22 universities principal preparation programs identifies weaknesses in the training and offers recommendations for states to address the problems.

This study examines the influence of administrator credential programs, on-the-job experiences, and the standards in the development of urban public school principals.

The authors have been evaluating the impact of five principal preparation programs in the United States on student outcomes. This information should be considered as one aspect of preparation program improvement and accountability. The study team lays out its recommendations in this policy paper. 

This paper highlights the limitations of district-level data on principals encountered during data collection for a study on principal preparation programs. 

With this current study, the Bush Institute sought to go beyond sharing information about best practices in principal preparation and connect information about program graduates to student outcomes. Specifically, this study evaluated the impact of five Alliance to Reform Education Leadership Network programs on student achievement. 

The role of today's principal is changing, as is the principal workforce. The new generation of principals is younger with less teaching experience, and is more mobile, working more hours, and experiencing more job stress. Understanding how to better prepare new leaders for the role of principal is an urgent policy concern.

New Leaders has recently published a new principal evaluation model. It includes seven modules: (1) Overview of the New Leaders Principal Evaluation Model, (2) The Principal Evaluation Rubric, (3) Setting a Principal Practice Goal + Strategic Planning, (4) Identifying Evidence, (5) Direct Observation of Principal Practice, (6) Collecting and Mapping Evidence to the Principal Practice Rubric, and (7) Providing Actionable Feedback.

This publication seeks to help answer those questions by bringing together findings from four reports commissioned by The Wallace Foundation to inform its development of a potential new initiative regarding university-based principal training.

There are a number of vehicles federal policymakers can use to create or encourage effective leadership policies. Throughout this series we will describe an ideal policy and then suggest potential vehicles policymakers could use to pursue that policy.

This literature review highlights central elements of the residency component of school leader preparation programs by aggregating the results of studies conducted on existing principal preparation programs. 

This report provides an overview of NYCLA’s flagship principal preparation program. Intended to help others involved in principal preparation think through important elements of principal preparation, including candidate selection, developing experiential learning opportunities, and funding, staffing and sustaining the program, the guide shares NYCLA’s successes and lessons learned during the 11 years we have delivered the Aspiring Principals Program in New York City, as well as through our work with various state and district partners nationally to adapt the program.

Ready to Lead presents the collective expertise of educators engaged in building or conducting research on principal residency designs across the United States, and answers the call for greater clarity on principal residency design.

This report outlines steps States can take to strengthen the approval and renewal processes of their principal preparation programs.

This is the fifth report from an evaluation of the Principal Pipeline Initiative (PPI), in which six large urban school districts have received support for strengthening novice principals' capabilities through specific strategies. The report details the implementation approaches, accomplishments, and challenges of participating districts; identifies factors that helped or impeded their progress; highlights lessons learned; and presents implications for policymakers and other districts. 

Intended for state officials involved in the assessment and approval of university and other programs to train future school principals, this report describes five design principles for effective program evaluation.

This study compares the effect size and return on investment for rapid assessment, between, increased spending, voucher programs, charter schools, and increased accountability.