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Document Number: 6677

When Learning Counts: Rethinking Licenses for School Leaders - This report – the sixth in a series commissioned by The Wallace Foundation to study key aspects of education leadership – asks two fundamental questions: Do the licenses that states require of school principals encompass the knowledge and skills those principals need to promote student learning? If not, what kind of policy framework would help decisionmakers, educators and others rethink principal licenses and the school leadership they support? To find the answers, the authors examined licensure content for principals in all 50 states and the District of Columbia, and reached the the following conclusions: (1) licenses don’t reflect a learning focus, (2) licensing requirements are unbalanced across states and misaligned with today’s ambitions for school leaders, (3) licenses form the foundation of school leadership development and (4) doing licensure well means tackling licenses in the larger context of school leadership development. Also available online is a research brief. [Readers interested in a complete listing of Wallace Foundation-funded reports may wish to visit the Knowledge Center.] (Jacob E. Adams, Jr. and Michael A. Copland, The Center on Reinventing Public Education, December 2005)...

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