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School Leadership Study: Developing Successful Principals - The School Leadership Study from the Stanford Educational Leadership Institute focuses on ways to develop school leaders and effective learning environments. The analysis of the study centers on principal preparation and in-service principal professional development programs by specifically looking at the qualities, context and impact of exemplary programs. (Stanford Educational Leadership Institute, 2007)...

Schools Can't Wait: Accelerating the Redesign of University Principal Preparation Programs - Better-prepared school leaders are essential for implementing school reform, maintaining continuous school improvement and realizing higher student achievement. This report highlights the redesign process for principal preparation programs, and it recommends a course of action for states to follow in planning and implementing successful program reform. (Southern Regional Education Board, 2006)...

Three Briefs Summarizing Findings From the School Leadership Learning Community (SLLC) Network - Three Briefs Summarizing Findings From the School Leadership Learning Community (SLLC) Network – SLLC Members convened several times to share lessons, challenges, strategies and promising practices. The Institute for Educational Leadership published the results of those discussions about school leadership in a report series titled, "Leadership Matters." The reports are: (1) Preparing Leaders for Rural Schools: Practice and Policy Considerations; (2) Preparing and Supporting Diverse, Culturally Competent Leaders: Practice and Policy Considerations; (3) Preparing and Supporting School Leaders: The Importance of Assessment and Evaluation . (Institute for Educational Leadership, 2005)...

Developing Successful Principals: Review of Research - Leadership is second only to teaching among school-related factors in its impact on student achievement. For that reason, it is necessary to improve the quality and effectiveness of the leadership preparation typically provided at university-based programs and elsewhere. The first report in a two-year project, this research review includes a brief survey of evidence about the elements of effective school leadership, the features of successful preparation programs and the multiple pathways to leadership development. [Readers interested in a complete listing of Wallace Foundation-funded reports may wish to visit the Knowledge Center.] (Stephen Davis, Linda Darling-Hammond, Michelle LaPointe and Debra Meyerson, Stanford Educational Leadership Institute, August 2005)...

SREB's Leadership Curriculum Modules Engage Leaders in Solving Real School Problems - This brochure discusses the school leadership curriculum developed by the Southern Regional Education Board Leadership Initiative and its partners. The curriculum's 14 modules are designed to help guide the redesign of state academies and university programs to focus on what principals and school leadership teams need to know and be able to do to improve a school's instructional program and raise student achievement. This brochure provides an overview of the modules and their structure, in addition to the set of 13 critical success factors identified in studies of principals recognized for leading changes in school and classroom practices that raised student achievement. Also included are an application for instructor training and registration information for training sessions in October 2005 and January 2006. (Southern Regional Education Board, June 2005)...

Learning to Lead: What Gets Taught in Principal Preparation Programs - Ninety-six percent of practicing principals report that on-the-job experiences or guidance from colleagues has been more helpful in preparing them for their current position than their graduate school studies. This paper examines whether principal preparation programs are equipping graduates with the skills to lead in a world marked by unprecedented responsibilities, challenges and managerial opportunities. The authors find little evidence that principal preparation programs are introducing students to a broad range of management, organizational or administrative theory and practice, and that preparation has not kept pace with changes in the larger world of schooling, leaving graduates ill-equipped for the challenges and opportunities posed by an era of accountability. (Frederick M. Hess and Andrew P. Kelly, Program on Education Policy and Governance, Harvard University, 2005)...

Textbook Leadership? An Analysis of Leading Books Used in Principal Preparation - School leaders are expected to demonstrate bottom-line results and use data to drive decisions. This paper examines 11 widely used administrative texts, finding that while they endorse the value of data and the appropriateness of focusing on student achievement, they are much more skeptical when it comes to using results to make tough decisions. Texts focus heavily on school culture, but devote limited attention to utilizing accountability, terminating poor performers or promoting efficiency. The authors propose that to ensure principals are exposed to the full array of essential skills: (1) authors should broaden discussion in existing texts; (2) publishers should issue new texts; and (3) faculty should take steps to assign texts on tough-minded management. (Frederick M. Hess and Andrew P. Kelly, Program on Education Policy and Governance, Harvard University, 2005)...

Innovative Pathways to School Leadership - Great schools have and need great leaders, yet finding effective leaders is not always easy. This guide highlights six diverse programs offering pathways to school leadership. The programs all aim to generate highly qualified principals but go about it in ways reflective of their unique roots and context. These programs appeal to individuals wanting to lead challenging schools in specific urban or rural settings and those who want a deeply practical, “real life” preparation experience. Part I of the report discusses elements of innovative pathways to school leadership, and Part II contains detailed program profiles. (U.S. Department of Education, December 2004)...

Educating School Leaders - This report - the first in a series of policy papers on the education of educators - offers a critical analysis of the university-based programs that educate the vast majority of the nation's school principals and superintendents. Drawing from a four-year study, this report provides insights into the ways in which these programs operate, the incentives that drive them and the steps that must be taken if they are to improve. The report uses a nine-point template (page 13) to evaluate programs and finds the overall quality of educational administration programs to be poor, stating, "the majority of programs range from inadequate to appalling, even at some of the country's leading universities." Part IV of the report details the factors behind the low quality, and Part VI provides an example of a promising model. (Arthur Levine, The Education Schools Project, March 2005)...

The Principal Internship: How Can We Get It Right? - This paper reports findings of a survey of 61 university leadership preparation programs in the 16-state Southern Regional Education Board (SREB) region. The paper finds that current internship programs are producing many ill-qualified, unprepared principals. Other findings include: (1) preparing school reform leaders is not a high priority; (2) principal interns are more likely to follow than to lead; (3) many aspiring principals are under-supported during their internship experience; (4) performance evaluations of principal candidates often lack a high degree of rigor; and (5) principal preparation is out of sync with accountability demands. Starting on page eight, the paper includes a call to action, examining what states, universities, school districts and professional organizations can do to improve the quality of internships for aspiring school leaders. (SREB, July 2005)...

Balanced Leadership: What 30 Years of Research Tells Us About the Effect of Leadership on Student Achievement - TIMELESS. This report details the outcomes of a meta-analysis of research on the effect of principal leadership practices on student achievement. Some findings of this analysis are: (1) a significant, positive correlation exists between effective school leadership and student achievement; (2) 21 key leadership responsibilities are significantly correlated with higher student achievement; and (3) effective leaders know not only which school changes are most likely to improve student achievement, but also understand staff and community members' dispositions to change and tailor leadership practices accordingly. (Tim Waters, Robert J. Marzano and Brian McNulty, Mid-continent Research for Education and Learning, 2003)...

Preparing School Principals: A National Perspective on Policy and Program Innovations - This report focuses on two areas in which state policies and programs can have particular influence on school leadership: licensure, certification and accreditation requirements; and administrator training and professional development. This document presents promising approaches and practices as illustrated by select changes being made or promoted in and/or across state systems, in local school districts, universities and colleges, and in nontraditional providers of principal training programs across the country. (Elizabeth L. Hale and Hunter N. Moorman, Institute for Educational Leadership and the Illinois Education Research Council, September 2003)...

Transforming Principal Preparation - This digest examines the new roles and increased pressure on principals in this era of standards-based reform. According to this article, states can support improving leadership preparation by integrating clinical experiences with coursework and establishing tiered certification systems, for example. (Larry Lashway, ERIC Digest 165, February 2003)...

Exceptional and Innovative Programs in Educational Leadership - This paper offers a brief history of the major issues that have emerged in new or revised leadership preparation programs, including knowledge base, clinical experience (internships), instruction strategies, student recruitment and faculty structure. Recommendations for university programs include: (1) programs should emphasize theoretical and clinical knowledge, applied research and supervised practice; (2) the program chairperson should be responsible for program development and renewal; (3) professors should collaborate with administrators to reform curricula; (4) the faculty should have varied academic backgrounds and experience; (5) professors should be reviewed on professional development; (6) funding and staffing should make excellence possible; (7) the reward structure for professors should include curriculum reform and instruction innovation; and (8) students, specifically those from ethnic minority groups, should be provided with scholarships and other incentives for successful recruitment. (Barbara Jackson, National Commission for the Advancement of Educational Leadership Preparation, September 19-21, 2001)...

Preparing School Leaders - In an effort to understand how to prepare administrators for an undefined future, the Educational Resources Information Center (ERIC) provides an overview of current perspectives on the preparation of school leaders. The reports summarized include “Preparation for the School Principalship: The United States (Joseph Murphy, 1998); “Searching for Authentic Leadership in University Graduate Programs and with Public School Colleagues” (David Clark, October 1998); “Problem-Based Learning: Resources for Urban School Leadership Training” (Philip Hallinger, 1997); and “Leadership Stories: What Novices Learn by Crafting the Stories of Experienced Administrators” (Arnold Danzig, 1997). (Larry Lashway, ERIC Research Roundup 15, 3, Spring 1999)...

Principal Mentoring - Ninety-six percent of the nation’s public school superintendents, over 80% of the school board presidents and 60% of all principals are white males, whereas more than 73% of all teachers (and future leaders) are women. This ERIC Digest discusses these and other challenges of creating effective mentor-protégé relationships. It gives a brief description of some successful principal-mentoring programs, and emphasizes the importance of mentoring as part of the leadership training process. The report concludes that making a good match between mentor and protégé is essential for a successful mentoring program. (Robert Malone, ERIC Digest, 149, July 2001)...

Principal Mentoring: An Update - Matching mentors with protégés, scheduling meetings around time constraints and ensuring that the program results in a productive learning experience for both members are just some of the challenges to providing a mentoring program. This research roundup describes effective mentorship programs and how to establish them includes the following: “A Step into the Principalship” (Gary Bloom & Marty Krovetz, January/February 2001); “The School Administrator Internship Handbook: Leading, Mentoring and Participating in the Internship Program” (Ronald Capasso & John Daresh, 2001); “Leaders Helping Leaders: A Practical Guide to Administrative Mentoring” (John Daresh, 2001); “Albuquerque Principals Have ESP” (Carl Weingarter, March 2001); “The Mentor’s Guide” (Lois Zachary, 2000); and “Getting Personal: New York City’s District Two Puts Priority on Principals” (Liz Willen, Winter 2001). (Research Roundup by Jay Malone, ERIC Digest, Winter 2002)...

School Leadership in the 21st Century: Why and How is it Important? - Current education reforms and high stakes call for leaders to more clearly demonstrate and be held accountable for school performance. This report discusses the qualities needed to create good leaders and therefore, good schools. Four characteristics of high-quality leaders mentioned in the report include: (1) strong instruction leadership; (2) good management, communication, collaboration and community building skills; (3) ability to develop and communicate a sound vision for the school; and (4) willingness to take thoughtful, data-driven risks and manage change. The report also suggests ways for making leadership positions more attractive. (Susan Gates, Karen Ross and Dominic Brewer, NCREL, 2000)...

Trends and Issues: Training of School Administrators - This report asserts that the future of leadership administration depends on mentoring promising candidates in their third or fourth year of teaching, providing opportunities for internships, working with local universities and professional associations to identify strong candidates and strengthening the assistant principal role as a career path toward the principalship. It suggests that the best preparation programs offer more alignment between preparation programs and schools, and offer continued development through peer networking. (Larry Lashway, Educational Resources Information Center, Clearinghouse on Educational Management, no date)...

Preparing a New Breed of School Principals: It’s Time for Action - Along with forming a focus group of 15 exemplary school leaders, the Southern Regional Education Board (SREB) reviewed school improvement strategies to answer two questions: (1) What do today’s successful school leaders need to know and be able to do? and (2) How can we prepare and develop effective school leaders? The resulting report includes characteristics that describe successful school leaders, recommendations for state and district preparation involvement, and examples of specific schools that have made positive changes because of strong school leadership. (Gene Bottoms, Kathy O'Neill, SREB, April 2001)...


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