1. Education Leadership: Evidence and Implications
Douglas Anthony, right, associate superintendent for talent development in Prince George’s County Public Schools meets with district leaders from Gwinnett County, GA.
Will Miller, President, The Wallace Foundation
Kenneth Austin, General Counsel, The Wallace Foundation
Meeting with the Office of Senator Cornyn
Oct. 10, 2018

2. Education Leadership: Evidence and Implications
Douglas Anthony, right, associate superintendent for talent development in Prince George’s County Public Schools meets with district leaders from Gwinnett County, GA.
Will Miller, President, The Wallace Foundation
Kenneth Austin, General Counsel, The Wallace Foundation
Meeting with the Office of Senator Warner
Oct. 10, 2018

3. Education Leadership: Evidence and Implications
Douglas Anthony, right, associate superintendent for talent development in Prince George’s County Public Schools meets with district leaders from Gwinnett County, GA.
Will Miller, President, The Wallace Foundation
Kenneth Austin, General Counsel, The Wallace Foundation
Meeting with the Office of Senator Hatch
Oct. 10, 2018

4. Education Leadership: Evidence and Implications
Douglas Anthony, right, associate superintendent for talent development in Prince George’s County Public Schools meets with district leaders from Gwinnett County, GA.
Will Miller, President, The Wallace Foundation
Kenneth Austin, General Counsel, The Wallace Foundation
Meeting with Senator Michael Bennet
Oct. 10, 2018

5. Today’s discussion The Wallace Foundation
Impact of principals and other school leaders
Principal preparation
How states are investing in strengthening school leadership and using ESSA to do it
Discussion

6. About The Wallace Foundation
The mission of The Wallace Foundation is to foster
improvements in learning and enrichment for disadvantaged children and
the vitality of the arts for everyone.
We work with grantee partners to develop – then broadly share – evidence-based, practical insights in our focus areas

7. Current work in education leadership in 20 states and Washington, D.C.
Minnesota
New York
Oregon
Wisconsin
Connecticut
Pennsylvania
Iowa
Nebraska
Ohio
Maryland
D.C.
Virginia
Colorado
Kentucky
North
Carolina
Missouri
California
Tennessee
Oklahoma
Georgia
Florida

8. Wallace’s policy engagement principles
Full compliance with the law, in letter and spirit
Say more only as we know more
Support flexible approaches that allow for adaptation to local context

9. Today’s discussion The Wallace Foundation
Impact of principals and other school leaders
Principal preparation
How states are investing in strengthening school leadership and using ESSA to do it
Discussion

10. Wallace has funded a wide array of research on school leadership
Wallace’s research is available without charge at

11. Principals influence student learning
Principals are “second only to classroom instruction among all school-related factors that contribute to what students learn at school.”
-- How Leadership Influences Student Learning, Kenneth Leithwood, et al, University of Minnesota, University of Toronto, 2004
“Principals are multipliers of effective teaching.”
-- Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy, Paul Manna, The Wallace Foundation, 2015
Students in a science class at Pittsburgh Public Schools.

12. Principals are key to retaining good teachers
“Teacher turnover is lower in schools led by high-quality principals…. Research further indicates that principal turnover leads to lower teacher retention and lower gains for students.”
-- School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review, Rebecca Herman, et al, RAND, 2016
“Principal effectiveness is associated with greater teacher satisfaction and a lower probability that the teacher leaves the school within a year. Moreover, the positive impacts of principal effectiveness on these teacher outcomes are even greater in disadvantaged schools.”
-- Can Good Principals Keep Teachers in Disadvantaged Schools? Linking Principal Effectiveness to Teacher Satisfaction and Turnover in Hard-to-Staff Environments, Jason A. Grissom, Teachers College Record, 2011

13. Principals are critical to improving struggling schools
“…there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader. Many other factors may contribute to such turnarounds, but leadership is the catalyst.”
“There seems little doubt that both district and school leadership provides a critical bridge between most educational-reform initiatives, and having those reforms make a genuine difference for all students.”
-- How Leadership Influences Student Learning, Kenneth Leithwood, et al, University of Minnesota, University of Toronto, 2004

14. Developing pipelines of effective principals
Principal Pipelines aim to develop effective principals through: leader standards, high-quality pre-service training, rigorous hiring procedures, and aligned on-the-job evaluation and support
Participating districts in the Principal Pipeline Initiative:
Charlotte- Mecklenburg Schools, N.C.
Denver Public Schools
Gwinnett County Public Schools, Ga.
Hillsborough County Public Schools, Fla.
New York City Public Schools
Prince George’s County Public Schools, Md.
Source: Building Principal Pipelines: A Job That Urban Districts Can Do, Pamela Mendels, The Wallace Foundation, 2017.

15. Pipelines benefit districts and principals
A 2016 evaluation by Policy Studies Associates found:
Benefits for districts and new principals are substantial
Leader standards important
Leader evaluation systems seen as ‘fair’
Mentors and principal supervisors are the most valued supports among novice principals
Source: The Principal Pipeline Initiative in Action, Building a Stronger Principalship Vol. 5, Brenda Turnbull, et al, Policy Studies Associates, 2016.

16. Pipelines are affordable
A 2017 RAND study finds principal pipelines are affordable
Pipelines are 0.4% of annual district budgets, according to study of the six districts in the initiative
Minimal cost for two “quick wins” – leader standards and selective hiring
Coaching/Mentoring: Average cost $1,500 per principal
In general, investments in leadership are likely to be cost effective, research suggests
Because of leaders’ influence on schools, “efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement.”
– How Leadership Influences Student Learning
Source: What It Takes to Operate and Maintain Principal Pipelines, Julia H. Kaufman, et al, 2017; How Leadership Influences Student Learning, Kenneth Leithwood, et al, University of Minnesota, University of Toronto, 2004.

17. Principal supervisors can provide needed support if roles are changed
Principals need support from principal supervisors, including relevant evaluation, in order to maximize their impact
A focus on strengthening teaching and learning is crucial
Representative survey of principals nationwide finds principals value their supervision and mentoring more when it’s focused on instruction
86% of principals in six urban districts who were advised to improve received support to do so from their supervisors
Janice Harris, a Washington, D.C. principal supervisor, visits with third-graders at Hyde-Addison Elementary School prior to discussing instruction with the principal.
Source: Support for Instructional Leadership, William R. Johnston, et al, RAND, 2016; Building a Stronger Principalship, Volume 4, Evaluating and Supporting Principals, Leslie M. Anderson, et al, Policy Studies Associates, 2016.

18. Independent evaluation finds changing the role is doable
Six districts working with Wallace sought to change the principal supervisor role from a focus on operations and compliance, to developing principals as instructional leaders
A 2018 evaluation by Vanderbilt University and Mathematica Policy Research found:
Participating districts reduced supervisors’ span of control – the number of principals per supervisor dropped from 17 to 12
Principal supervisors spent, on average, 63% of time in schools and/or meetings with principals
Principals reported little tension between supervisors’ role in coaching and evaluation
Redefining the role led to several reorganizations of central office – also to support principals [
The six participating districts:
Broward County, Fla.
Baltimore
Cleveland
Des Moines
Long Beach, Calif.
Minneapolis
Source: A New Role Emerges for Principal Supervisors: Evidence from Six Districts in the Principal Supervisor Initiative, Ellen R. Goldring, et. al., 2018.

19. Today’s discussion The Wallace Foundation
Impact of principals and other school leaders
Principal preparation
How states are investing in strengthening school leadership and using ESSA to do it
Discussion

20. Context: The evolution of initiatives in education leadership
Principal Supervisor Initiative
6 districts
University Principal Preparation Initiative
7 universities & partners
Original Question:
Do principals matter in strengthening K-12 education?
Emerging Question:
Can a school district build a ‘pipeline’ of effective principals, and would students benefit?
Principal Pipeline Initiative
6 districts
Lessons
Lessons
First Generation
15 states;
15 districts
Lessons

21. Principal preparation: Districts and universities cite need for improvement
District leaders are largely dissatisfied with the quality of principal preparation programs, and many universities believe that their programs have room for improvement.
Strong university-district partnerships are essential to high-quality preparation but are far from universal.
The course of study at preparation programs does not always reflect principals’ real jobs.
Some university policies and practices can hinder change.
States have authority to play a role in improving principal preparation, but many are not using this power as effectively as possible.
Source: Improving University Principal Preparation Programs: Five Themes from the Field, Jacquelyn Davis, The Wallace Foundation, 2016.

22. University principal preparation initiative redesign approach
States with supportive or neutral policies
21+ Districts that employ graduates
7 university principal preparation programs
5 “mentor” preparation programs
TA,
PLC
Participating university teams:
Albany State University, GA
Florida Atlantic University
North Carolina State University
San Diego State University
University of Connecticut
Virginia State University
Western Kentucky State University
Independent evaluation
Conferences to share lessons with non-grantees

23. October 2018 report from RAND will provide key lessons
On-going partnerships (“interdependencies”) are essential
Benchmarking against evidence challenges long- held assumptions
Local Theories of Action and Logic Models help clarify mutual visions and program/district goals
Convening teams across the initiative provides critical friends feedback and a sense of larger national importance
Project leadership is important; support at high levels needed
New, voluntary evidence-based standards for principal preparation program accreditation were issued in mid-2018 by the National Policy Board for Educational Administration. These standards are aligned with the Professional Standards for Educational Leaders and describe what novice leaders should know and be able to do.
Source: Pending study from RAND, 2018; National Educational Leadership Preparation (NELP) Program Recognition Standards, Building Level, National Policy Board for Educational Administration, 2018.

24. The clinical experience
Moves from “shadowing” others, to experience in “leading”
Candidates experience “apprenticeships” where they undertake leadership roles under the guidance of a mentor
Districts collaborate to provide the best experience for each aspiring leader
Learning is continuously evaluated
May be a full-time year or incorporated into all courses

25. Today’s discussion The Wallace Foundation
Impact of principals and other school leaders
Principal preparation
How states are investing in strengthening school leadership and using ESSA to do it
Discussion

26. 30+ studies on school leadership meet ESSA evidence requirements
18 meet Tiers I through III evidence requirements
Key conclusions:
“School leadership can be a powerful driver of improved education outcomes.”
“Activities designed to improve school leadership demonstrate positive impact on student, teacher, and principal outcomes….”
Source: School Leadership Interventions Under the Every Student Succeeds Act Evidence Review, Updated and Expanded, Rebecca Herman, et al, RAND, 2016.

27. Growing recognition of the importance of school leadership
48 states have adopted or adapted voluntary national leader standards
14 states have adopted the 2015 national Professional Standards for Educational Leaders (PSEL)
The Education Commission of the States reports that 37 states introduced or passed legislation related to school leadership in 2017
Source: Council of Chief State School Officers and American Institutes for Research, 2018; 2017 State Policy Review: School and District Leadership, Education Commission of the States, 2017.

28. ESSA is being used by states to strengthen leadership
All 50 states (plus DC and Puerto Rico) have included school leadership in their ESSA plans
24 states are using the ESSA Title II Part A optional 3% set- aside for school leadership for:
Leadership academies, especially skills to turn around high- needs schools
University-district partnerships to develop new programs
Networks of learning communities among districts and local communities
Improving principals’ teacher evaluation skills
Programs for principal supervisors
Source: Prioritizing Leadership: An Analysis of State ESSA Plans, New Leaders, 2018; Council of Chief State School Officers, 2018.

29. ESSA Leadership Learning Community
ELLC includes 10 states with teams from:
SEA, urban districts, other districts, civil rights community, universities
Each state is working on its own local priorities for improving principals and other school leaders to turn around the highest-needs schools. Examples:
Tennessee’s Leadership for Equity Playbook
Minnesota’s learning networks to support high-needs schools in partnering with local communities to tackle specific inequities, such as discipline policies and access to rigorous coursework
A national partnership: Wallace, Council of Chief State School Officers, Council of the Great City Schools, and the National Urban League
ELLC participating state teams:
Maryland
Minnesota
Missouri
Nebraska
New York
Ohio
Oregon
Pennsylvania
Tennessee
Wisconsin

30. Today’s discussion The Wallace Foundation
Impact of principals and other school leaders
Principal preparation
How states are investing in strengthening school leadership and using ESSA to do it
Discussion

31. For more evidence and information – wallacefoundation.org