A growing body of research has emphasised the importance of school leadership for quality improvement in schools, which reinforces the importance of school leaders' continuous professional development in working life. However, less is known about the professional development of experienced principals. Against this background, the purpose of this…

The purpose of this study is twofold: to examine the curriculum structure for instructional leaders' training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and…

Preparation and professional development can help principals be more effective leaders, but little research has examined what specific approaches are most useful. A study of 462 California principals and the teachers and students in their schools shows that high-quality preservice preparation for principals is associated with stronger teacher…

A growing body of research points to the substantial influence of principals on school conditions and students' learning. But how can principals learn to be good leaders? And are there professional learning strategies that make a difference in principal effectiveness? This study, which is part of a larger project synthesizing the research on…

During 36 years of continuous operation, The Brigham Young University-Public School Partnership has held fast to the values and principles on which it was based. All partners collaborate for excellence through efforts resulting in actions that benefit all participants and students. Though partners share goals and dispositions, many changes in…

Many universities partner with school districts in providing professional development for school leaders through a principal's academy. Since 2002, Brigham Young University and five local districts, representing approximately one-third of all of the students in the state of Utah, have sponsored the BYU Principals Academy to meet the professional…

This study concerned aspiring educational leaders' problem-solving skill development, specifically through classroom instruction with real-world scenarios. Professional educators obtaining an advanced degree in educational administration at a public university were surveyed in the fall and spring about their problem-solving abilities. Participants…

In 2023, the U.S. Department of Education announced the "Raise the Bar: Lead the World" initiative to use decades of research and professional experience to transform public education and advance education equity. There are three focus areas: (1) Achieve Academic Excellence; (2) Boldly Improve Learning Conditions; and (3) Create Pathways…

Principal leadership has been identified as the key to successful implementation of inclusive education for students with disabilities. Prospective principals require knowledge, skills, and dispositions to equip them to work with key stakeholders to initiate and sustain inclusive practices within their schools. The purpose of this action research…

The continuous poor performance of South Africa's learners is detrimental to its developing economy. The need for education change prompted two universities to initiate a system-wide change strategy in a poorly performing school district. The leverage for change was leadership development, involving school principals and district officials. The…

Principals who are strong, effective, responsive leaders help to inspire and enhance the abilities of their teachers and other school staff to do excellent work. Such principals also tend to retain great teachers and create opportunities for them to take on new leadership roles. This leads to the following key question: What can state policymakers…

This article will present information and research on how a college of education is intentionally developing principals to lead with confidence and racial competence. The nation's student achievement research is sobering: our current school systems widen already existing gaps between white students and students of color, (Darling-Hammond, L. 2004,…

Being a principal was the most demanding job the author ever had. He worked hard, mostly in isolation. Like most principals, he struggled to manage the position's political and bureaucratic necessities in order to concentrate on what he thought was the fundamental work of schools: teaching and learning. He struggled to continue to learn and grow…

Partnerships between universities and school districts are increasingly being identified as a means to overcome the difficulties of preparing the next generation of urban high school principals. This article examines the development of such a multiorganizational partnership with a large urban school district, two universities, and a national…

A university and a large urban district began collaborating in 2003 to intensify and customize the preparation of principals. District leadership viewed the principal as the keystone to improving academic achievement for all students. The university and district reciprocally collaborated on the design and implementation of this principal…