Education Week - January 25, 2017 - S15


New York City Leadership Academy and New
Leaders have to quickly amend their programs
based district feedback and research.

Nimbleness an Advantage
When New Leaders launched in 2001, it included a rigorous selection process that, among
other things, looked for evidence that candidates
had a record of improving student achievement.
Still, program directors noticed something troubling: Many of the aspiring principals struggled
with how to lead teams of adults, a very different skill set. The group spent a year designing an
initiative to address those issues before launching the following year.
Jaime Aquino, the chief program officer at
New Leaders, said being smaller and closely
linked to districts makes the program nimble.
New Leaders' program directors participate in
the districts' principals' meetings and spend two
days a month in schools, observing and coaching
candidates. The group and the districts also collaborate on curriculum. And there's a powerful
accountability component built in: If their principals do not deliver results, districts can end the
group's contract.
That degree of accountability is still largely absent from university programs. But districts have
some leverage here, too, Levine said. Superintendents can refuse to hire graduates of programs
that have produced subpar candidates. But that
strategy is not as realistic for small and rural districts, which may draw from only one preparation
program, or those districts that already struggle
to attract strong candidates for principals' jobs.
To fill those types of gaps, districts have created their own programs or work more closely
with universities. The University of TennesseeKnoxville's leadership academy, which started
as a partnership with the Knox County school
district, is one that researchers are closely
watching. The University of Illinois at Chicago,
often cited as exemplary, has a long partnership with the Chicago school district.
While some of the alternative programs like
New Leaders and the New York City Leadership
Academy seem to be flourishing, they can't
produce the large numbers of principals necessary to make a real impact on the nation's
public schools, many leadership experts agree.
They also may lack some of the deep institutional knowledge that universities possess. At
the same time, there's much that universities
can learn from the alternative programs and
more collaboration between the two sectors is
starting to become evident.
But successes of university-district programs in
places like Denver and Long Beach, Calif., demonstrate that universities can get the job done,
said Tozer, of the University of Illinois at Chicago.
Prudence Daniels, a co-principal at Denver

Green School, graduated from the Ritchie program, a joint principal training venture by the
school district and the University of Denver.
While Ritchie prepared her for school leadership,
she still felt she lacked the expertise to help her
teachers become better at instruction, she said.
That compelled her to participate in a oneyear fellowship at Relay Graduate School of
Education, a New York-based training program
with chapters across the country.
Both programs helped her to become a better
leader, she said.
"Relay taught me the importance of being in
classrooms, being with teachers frequently, being
involved with what kids are learning and how
teachers are teaching. It was a beautiful extension for me.
"I really see [the programs] as building on
one another," she said. "I would not replace
either." n

How
Can States
Better Prepare
Principals?
SELECTION: Many university-based principalpreparation programs have not always done a
good job of recruiting and selecting candidates
who are likely to succeed, or who are even likely
to eventually become principals, according to
researchers. A 2013 report found that only
20 percent to 30 percent of graduates from
traditional programs became principals. To
establish more-rigorous entrance criteria,
programs can use performance-based
assessments, seek out prospective candidates
from alumni and school district personnel, and
use screening processes that dig deep into
candidates' previous experiences for evidence
that they're likely to succeed.
STATE OVERSIGHT: States can play a greater
role in program approval and renewal,
including requiring that programs collect
outcome measures on graduates and use that
data when making decisions about whether
programs are allowed to continue. State
policies can also lead to tighter selection
criteria and can push universities to improve

Only two states-Illinois and Tennessee-
use the following five "high leverage"
criteria when judging whether to approve
principal-preparation programs, according
to the University Council for Educational
Administration:

1.
2.
3.
4.
5.

Rigorous selection process
University-district partnerships
Clinically rich internship experience
State program oversight
An experience requirement
for prospective candidates

program quality by ensuring that the curricula are
based in national standards.
STRONG CLINICAL EXPERIENCE: Coursework must
be married to the practical, day-to-day aspects of
the job and provide candidates with exposure to
real-life experiences and situations. An expert
mentor should supervise candidates to help them
improve on weaknesses and reflect on their
experiences. The University Council for Educational
Administration recommends more than 300 hours
of field or clinical experience.
DISTRICT-UNIVERSITY PARTNERSHIPS: Strong
district-university partnerships provide districts
with principals more attuned to the districts'
needs and allow programs and school systems
to collaborate on curriculum. Districts can
facilitate residencies and clinical experiences for
candidates and also provide experienced leaders
as teaching staff.
POST-LICENSURE SUPPORT: Researchers
recommend that universities continue to
provide coaching, mentoring, and professional
development to novice principals to help them
through the initial years on the job, something
few programs currently do.
SOURCES: New Leaders; The Wallace Foundation;
George W. Bush Institute; University Council for
Educational Administration; Rainwater Leadership
Alliance; Education Week interviews

Who's Ready to Be a Principal? / www.edweek.org/go/principal-pipeline

|

15


http://www.edweek.org/go/principal-pipeline

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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