Posts Tagged ‘principal preparation’
Please join AACTE next week for a free webinar led by participants in the Wallace Foundation’s Principal Pipeline Initiative, who will discuss lessons from their urban districts on how to sustain and expand successful models for principal preparation and development.
The online event, to be held Wednesday, January 13, at 12:00 p.m. EST, is the final webinar in a series sponsored by the Wallace Foundation to showcase the work of the initiative. Earlier installments addressed laying the foundation for change, building partnerships among districts and institutions of higher education, and revising process and practice to enhance districts’ and principals’ commitment to professional development and improvement. (To access recordings of the earlier webinars in the series, click here. Member login is required to view the archive.)
Did you miss the latest installment in the Principal Pipeline Initiative webinar series, “Assessing and Enhancing Commitment”? Don’t fret: We’ve posted the recording to our Resource Library, along with other archived content from this fall’s series, sponsored by the Wallace Foundation.
Presenters in this third webinar in the free series included participants in the pipeline initiative: Debra Morris of the University of North Carolina at Charlotte, Michelle Young of the University Council for Educational Administration and the University of Virginia, and Jevelyn Bonner-Reed of the Charlotte-Mecklenburg Schools (NC). These panelists discussed their experiences and concerns related to planning, implementation, data collection, preassessment protocols, mentoring, and assessment as well as the impact of the district and partner activities on student learning, principal quality, and school improvement.
On November 3, the Wallace Foundation hosted a policy briefing in Washington, DC, to highlight findings from its recently released report, Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy. Commissioned by the Wallace Foundation and authored by Paul Manna, professor of government and policy at the College of William and Mary (VA), the report addresses the question What can state policy makers do to help ensure that schools have excellent principals who advance teaching and learning in their schools?
During the briefing, Manna presented findings from the report with a focus on the changing role of the principalship, the principal’s position as multiplier of effective teaching and leadership practice, and the impact of state policy making on principal effectiveness. Wallace Foundation President Will Miller underscored these perspectives in his introductory remarks: “There’s growing recognition that principals should no longer mainly be thought of as managers of buildings and bus schedules,” he said. “Indeed, effective leaders are their schools’ chief improvement officers—strengthening instruction, building a culture of high achievement, and supporting teachers and other educators to boost student performance.”
What are the assessment and evaluation challenges related to the development of great principals? A free webinar next week will explore the assessment of progress, the benefit of standards, and outcomes that have led to change and greater focus on the preparation and professional development of school leaders in the Wallace Foundation’s Principal Pipeline Initiative.
On Thursday, November 12, the third webinar in AACTE’s series on the initiative will feature the following participants:
While the impact of partnerships is not yet fully understood, there is a growing body of evidence that suggests that school districts that partner with local principal training providers are more likely to leverage programmatic changes that result in principals who are better equipped to lead schools to improve student performance. — Cheryl King, Quality Measures: Partnership Effectiveness Continuum (2014)Last month, I had the privilege of joining colleagues from around the country to present an AACTE webinar about building school-university partnerships to support stronger preparation of school leaders. A recording of the webinar is now available here.
Last week, the National Policy Board for Educational Administration (NPBEA) voted unanimously to approve revised standards for education leaders. The 2015 Professional Standards for Educational Leaders, formerly known as the Interstate School Leaders Licensure Consortium (ISLLC) standards, are currently available in summary form and will be published officially next month.
The Council of Chief State School Officers (CCSSO), which owns the standards’ copyright, worked closely with other members of NPBEA to refresh the ISLLC standards, which were first published in 1996 and last updated in 2008. The revision was supported by a grant from the Wallace Foundation and informed by multiple public comment periods and focus groups, culminating in an NPBEA working group charged with finalizing the standards based on feedback from more than 1,000 principals, superintendents, and others in the field.
Did you know October is National Principals Month? While we appreciate our school leaders year round, this month is a special time to honor principals for their leadership and vital work in schools.
National Principals Month is a broad celebration of the principalship, marked by national and state resolutions, formal awards and recognitions, and acknowledgments from U.S. senators and representatives and other top government officials. It is an opportunity to say “thank you” to principals across the nation and to share with the community all the great things that principals do.
In his book Innovation and Entrepreneurship, Peter Drucker advised, “Don’t try to innovate for the future. Innovate for the present.” How helpful this wisdom is for everyone in the education field, whether PK-12 or higher education! For our students and our society, the future is now. Participants in the Wallace Foundation’s Principal Pipeline Initiative have taken that advice to heart as they have worked on practical, deployable strategies to improve how principals are recruited, prepared, and supported in urban schools, right now. The six districts and multiple higher education partners already are seeing improvement in student learning as a result of their work over the past few years.
On Thursday, October 15, the second webinar in AACTE’s free series on the Principal Pipeline Initiative will explore “Building the Partnerships” to bridge the differences among institutions and programs in the pursuit of their common goals. Like the first webinar, which discussed “Laying the Foundation,” this event will feature a panel of school and university leaders who’ve participated in the initiative. Panelists will discuss inputs needed, agreements and protocols, and the impact and outcomes of building new and stronger partnerships among the key groups.
The first webinar in AACTE’s series on the Wallace Foundation’s Principal Pipeline Initiative drew some 110 participants last month. (The second, which will also be free of charge, will be held October 15; read Angela Sewall’s post about it here.) As they heard from the initiative’s panelists about their ongoing work to reform principal preparation through collaborations among higher education institutions and school districts, the webinar participants began to echo the presenters’ enthusiasm for the model’s potential if brought to a larger scale.
A new video is now available in the Research-to-Practice Spotlight Series, part of AACTE’s Innovation Exchange. Kicking off a series focused on building partnerships for clinical preparation, this first video presents an interview with Jennifer Roth, who is both a doctoral candidate in principal leadership at Colorado State University and assistant principal at nearby Fort Collins High School. This blog highlights Roth’s experiences shared in the interview, which was conducted by AACTE with support from the Wallace Foundation.
Jennifer Roth’s principal leadership journey began more than a decade ago, when she was a teacher at Fort Collins High School and wanted to step up her work developing educator interns from Colorado State University (CSU). To do so, she completed a master’s degree for principal licensure at CSU, after which she became assistant principal at Fort Collins. This move allowed her to co-instruct CSU’s school-based course for interns, have a greater impact on future educators, and jump-start her own leadership trajectory.