Education Week - January 25, 2017 - S14


Teachers,
what makes an

ideal principal?
#idealprincipal A principal that
is more hands on and actually
still works with students once
in awhile. Lend a hand in the
classroom
Teresa Sadowski
Speech Language Pathologist

#idealprincipal understands
that we are educating humans,
young ones, and not machines,
that are all the same.
Tracy Scott Kelly

@educationweek
#idealprincipal one who leads
by example and doesn't forget
what life in the classroom
is like!
Kathleen Bender

@EdWeekTeacher One who
trusts me to do my job, I am
an adult. Stop micromanaging.
Sees the staff as people.
#idealprincipal
Clara Glover

#idealprincipal knows all
students/staff by name;
a veteran teacher; models
expected behaviors; sense
of humour; great listener
@MrTien7C

14

|

Education Week * January 25, 2017

professors who were not teachers or principals or
have been out of a K-12 school setting for a long
time. (The Wallace Foundation helps support
coverage of leadership issues in Education Week,
which retains sole editorial control.)
That same report included a survey from
school superintendents showing that a majority
of top district leaders were dissatisfied with the
quality of the principals they were getting: 80
percent who responded to a survey from AASA,
the School Superintendents Association, said
that principal-preparation programs needed to
improve dramatically. Only 0.5 percent of the
408 superintendents who responded said principal preparation needs no improvement.
But one critic of the Wallace report cautioned against inferring too much from the
survey, especially with such a small sample
size of superintendents.

Variation in Quality
Michelle Young, the executive director of the
University Council for Educational Administration, an international consortium of about 100
education schools, acknowledged some of the
concerns raised in the Wallace report. But she
said drawing conclusions that all universitybased programs are subpar is flat wrong.
"It's valid for some, and not valid for others,"
said Young, "and that's a really important thing
to say, because otherwise we need to start all
over again. ... No, actually we don't. There are
some programs that know how to do this really
well, who do a really high-quality job."
The UCEA's own review of programs run by
its member universities offers a slightly different perspective. Drawn from surveys taken over
2013 through 2016, the UCEA's questions aimed
to answer some of the more enduring criticisms
of university-based programs, including those
related to candidate selection, quality of curriculum, and experience of teaching staff.
While the majority of respondents provided
positive feedback to the questions-60 percent
said they looked for evidence that candidates
had been effective teachers when making selections, and 99 percent said they used practitioners (individuals who worked as principals or
teachers) as instructors as guest speakers and
panelists-their answers also showed that they
fell short in other areas.
Fifty-seven percent said practitioners were
used "to a great extent" or "to a good extent"
as the sole instructor for one or more courses.
Only 20 percent of the universities said they offered mentoring and coaching to new principals after graduation. Only a small percentage
collected data on job and their graduates' impacts in schools, including on teacher retention,
school conditions, and other outcomes.
Strict selection policies, faculty who have

practical experience, and ongoing support for
novice principals and data on how they perform are all key components among proposals that have been advanced by the UCEA, the
George W. Bush Institute, and others to help
improve preparation programs.
The quality of the more than 650 to 900
principal-preparation programs varies by state.
About 500 of those undergo periodic accreditation review from the Council for the Accreditation of Educator Preparation, or CAEP. But a
poor showing on a CAEP accreditation review
does not necessarily lead to program closure,
and not every state has joined the national
accrediting process.

States' Responsibilities
This is an area ripe for state action, critics say.
States that submit to the CAEP reviews can write
policies that bar programs from accepting students if they do not gain national recognition
from CAEP. In this and other ways, state policies
can lead to better university-based programs,
according to the Wallace Foundation, which
launched a $47 million initiative last year to
redesign university-based preparation programs by teaming universities, school districts,
and state education agencies in seven states-
California, Connecticut, Georgia, Kentucky,
North Carolina, and Virginia-to work together.
In many instances, the state criteria for approving, reviewing, and renewing programs are not
rigorous enough, and programs of middling
quality are allowed to continue to operate, according to an array of school leadership experts.
But some education schools themselves
have also been slow to make the kind of drastic changes that Levine and others have called
for. Without state pressure, there is little incentive for them to do so and several disincentives for them not to. Making admissions
selective, for example, can shrink tuition dollars, Levine said.
Few states, with some exceptions including Illinois and North Carolina, have mounted
large-scale overhaul of their educator preparation programs, and so there is little or no
risk to universities.
And for colleges of education committed to
making changes, the process can be lengthy
and arduous.
In some states, making changes to curriculum,
for example, requires a multi-level bureaucratic
process that can drag on for months, if not
longer, before it reaches the classroom.
"In a sense, it's a careful vetting," Young
said. "But it also means that it slows down the
pace, and it makes it somewhat difficult to navigate if you don't know how the system works."
That lengthy process is in stark contrast to the
flexibility that alternative programs such as the



Table of Contents for the Digital Edition of Education Week - January 25, 2017

Education Week - January 25, 2017
Black Students Most Likely To Be Arrested at School
Crossroads for K-12 Policy With Trump Now at Helm
News in Brief
Spec. Ed. Enrollments Rise
Report Roundup
Coalition for Essential Schools To End Its 33-Year Run
DIGITAL DIRECTIONS: Faster, Cheaper Tech for Schools Noted
Study of i3 Flags Issues For School Innovators
Q&A: She Recorded Classmate’s Arrest, Then Got Arrested, Too
Nominee to Head Ed. Dept. Grilled on Potential Business Conflicts
DeVos Takes Hot Seat In Confirmation Quest
State of the States
Trump Calls Nation’s Schools ‘Flush With Cash,’ Failing
JACK MARKELL: How ESSA Could Change Education for the Better
BRIAN GILL & JENNIFER LERNER: Accountability Should Add Up To More Than Test Scores
KAREN LEWIS: Betsy DeVos and Rahm Emanuel: Two Sides of the Same Coin
Letters
TopSchoolJobs Recruitment Marketplace
JULIE FLAPAN & JANE MARGOLIS: Stop Scapegoating and Start Educating
Education Week - January 25, 2017 - Crossroads for K-12 Policy With Trump Now at Helm
Education Week - January 25, 2017 - 2
Education Week - January 25, 2017 - 3
Education Week - January 25, 2017 - News in Brief
Education Week - January 25, 2017 - Report Roundup
Education Week - January 25, 2017 - 6
Education Week - January 25, 2017 - Coalition for Essential Schools To End Its 33-Year Run
Education Week - January 25, 2017 - DIGITAL DIRECTIONS: Faster, Cheaper Tech for Schools Noted
Education Week - January 25, 2017 - Study of i3 Flags Issues For School Innovators
Education Week - January 25, 2017 - 10
Education Week - January 25, 2017 - 11
Education Week - January 25, 2017 - Q&A: She Recorded Classmate’s Arrest, Then Got Arrested, Too
Education Week - January 25, 2017 - 13
Education Week - January 25, 2017 - DeVos Takes Hot Seat In Confirmation Quest
Education Week - January 25, 2017 - State of the States
Education Week - January 25, 2017 - 16
Education Week - January 25, 2017 - 17
Education Week - January 25, 2017 - Trump Calls Nation’s Schools ‘Flush With Cash,’ Failing
Education Week - January 25, 2017 - 19
Education Week - January 25, 2017 - BRIAN GILL & JENNIFER LERNER: Accountability Should Add Up To More Than Test Scores
Education Week - January 25, 2017 - KAREN LEWIS: Betsy DeVos and Rahm Emanuel: Two Sides of the Same Coin
Education Week - January 25, 2017 - Letters
Education Week - January 25, 2017 - 23
Education Week - January 25, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - January 25, 2017 - 25
Education Week - January 25, 2017 - 26
Education Week - January 25, 2017 - 27
Education Week - January 25, 2017 - JULIE FLAPAN & JANE MARGOLIS: Stop Scapegoating and Start Educating
Education Week - January 25, 2017 - CT1
Education Week - January 25, 2017 - CT2
Education Week - January 25, 2017 - CT3
Education Week - January 25, 2017 - CT4
Education Week - January 25, 2017 - SCover1
Education Week - January 25, 2017 - SCover2
Education Week - January 25, 2017 - S1
Education Week - January 25, 2017 - S2
Education Week - January 25, 2017 - S3
Education Week - January 25, 2017 - S4
Education Week - January 25, 2017 - S5
Education Week - January 25, 2017 - S6
Education Week - January 25, 2017 - S7
Education Week - January 25, 2017 - S8
Education Week - January 25, 2017 - S9
Education Week - January 25, 2017 - S10
Education Week - January 25, 2017 - S11
Education Week - January 25, 2017 - S12
Education Week - January 25, 2017 - S13
Education Week - January 25, 2017 - S14
Education Week - January 25, 2017 - S15
Education Week - January 25, 2017 - S16
Education Week - January 25, 2017 - S17
Education Week - January 25, 2017 - S18
Education Week - January 25, 2017 - S19
Education Week - January 25, 2017 - S20
Education Week - January 25, 2017 - SCover3
Education Week - January 25, 2017 - SCover4
Education Week - January 25, 2017 - CW1
Education Week - January 25, 2017 - CW2
Education Week - January 25, 2017 - CW3
Education Week - January 25, 2017 - CW4
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