In spring 2024, the authors surveyed 156 American School District Panel member districts about principal pipeline activities across seven domains -- leader standards, principal preparation, selective hiring and placement, on-the-job support and evaluation, principal supervision, leader tracking systems, and systems of support -- to estimate the…

California has a notable history of investing in educational leaders' professional learning. In 1983, the state launched the California School Leadership Academy (CSLA), which it funded until the academy was discontinued due to statewide budget cuts in 2003. Research showed that CSLA was a source of high-quality professional development. In 2019,…

Despite the recent push to design and adopt educator evaluation systems, many states and local educational agencies (LEAs) have focused primarily on teacher evaluations and lack the appropriate attention to design and implementation of school leader evaluations and aligned professional development. And, since principals are responsible for…

The role of the principal is rapidly changing. Once seen as building managers tasked with bus schedules and student discipline, principals now lead a range of school-level reform efforts. But not all principals are equipped to lead dramatic student achievement gains or know which actions to prioritize. Research on school leaders in urban areas…

Teachers have the greatest school-based effect on the achievement of any child in their classrooms, but highly effective principals can positively affect the achievement of every student in their schools. The difference between a highly effective principal and an average one is equal to two-to-seven months of extra learning per year for each child…

This issue brief is part of a larger study of California continuation high schools begun in 2007. While the first phase of the study examined various alternative education options throughout the state, this second phase focused on 23 higher performing continuation high schools in California selected based on multiple student outcome measures. This…

Principals are critical to the success of any school improvement effort--from increasing academic rigor toward college- and career-ready standards to teacher evaluation and support. They ensure this success by building a strong, shared vision and leading effective implementation for staff, students, and families. The federal government has an…

In this policy brief the authors present an overview of the current state of school leadership in California. They examine the challenges that California must overcome to recruit, hire, train, and retain strong and talented principals, with a particular focus on the limitations of current state and district policies. They also propose a set of…

The purpose of the International Computer and Information Literacy Study 2013 (ICILS 2013) is to investigate, in a range of countries, the ways in which young people are developing "computer and information literacy" (CIL) to support their capacity to participate in the digital age. To achieve this aim, the study will assess student…

Distinguishes between the principal's roles as "manager" and "leader" in presenting the change agent functions of the principal. Outlines the results from a study of principal behavior that found that most principals and teachers see principals as action-oriented and change directed. (MD)

Describes an alternative model for student-principal interaction that resulted in fewer discipline referrals. The model encourages more communication between the principal and students and focuses on building a positive relationship between adults and adolescents. (MD)

Presents an outline for the ideal computer system for schools from a management point of view. Includes a discussion of new trends in the design and implementation of computerized management systems. (MD)

Educational leadership needs to change. Principals have been trained to be managers first and leaders second. Current educational needs demand that principal-training priorities be reversed. (MD)

Outlines six beliefs administrators may have that hinder the deliverance of good staff development programs. The author asserts that it is important that principals critically examine the implications of these beliefs. (MD)

The Louisiana Leadership in Educational Administration Development (LEAD) program is a technical assistance network designed to help newly appointed administrators improve their instructional leadership skills. LEAD began in 1987 as a 3-year federal grant and was adopted by the Louisiana State Board of Education in 1989 as a certification…