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February 19, 2015

A matter of principal

After a conversation with CPE’s senior policy analyst Jim Hull last week in which Jim helped explain to issues of accountability, the conversation segued onto the topic of school principals and the powerful role they play in public education. Apparently, Jim is not the only one who believes that principals are key players in student success.

In a recent piece by Real Clear Education, graduate training programs designed for principals should foster a more practical skillset. The report goes on to suggest that incorporating disciplines such as business administration, could provide principals with the training for activities that are actually practiced on the job. A caveat however, the report also makes it very clear that they are not advocating for schools to be run like automated businesses either. That being said, there are still numerous leadership skills taught within an MBA program that fall directly within (or should) the purview of a principal, such as budgeting, data analysis, talent and quality management, organizational change, and leadership.

One thing is clear; good principals are essential for school success. As mirrored in a report by CPE, The Principal Perspective, high-quality principal leadership can facilitate numerous beneficial school outcomes, such as increasing student achievement, reducing both student and teacher absences, and reducing the turnover of high-quality teachers. Additionally, principals can be the linchpins in school turnaround. When a new principal is introduced into a school challenged by low student achievement, one of the first tasks an effective leader would undertake would be to assess the quality of the teachers, in an attempt to replace the lowest-quality teachers and retain the highest-quality teachers. These recruitment skills could be fostered through training in talent management, whereas retainment skills are taught through quality management, both skillsets that are central in an MBA program. Furthermore, our report found that principals were most effective at the earlier grades (i.e., elementary school), with an effect that diminishes across middle and high school. A plausible rationale for this decreasing effect is that as the structure of the school expands, it becomes more difficult to organize and govern. One way to address this downfall however, could be to incorporate leadership into principal training so that principals are better prepared to handle larger systems producing just as strong effects as elementary leaders.

In summary, the pieces by Real Clear Education and CPE share a common theme: principals matter. Although individual principals are not making broad changes at the state or federal level, they are poised to have (and sustain) incredible impact locally. It is because of their unique position that they play such an important role in increasing school outcomes. Thus, ensuring that principals are provided with the skills and knowledge necessary to succeed in effective school leadership certainly seems like a good principle.

March 22, 2012

Testing for the real world

We’ve been talking a lot about principals lately, mainly because we have a paper on principal effectiveness coming out in about a week. I’ll give you a sneak peek: one of the things that improves principal’s effectiveness is simply real-world experience. So it was interesting to read an article in the Indianapolis Star, Indiana to Revamp Its School Principal Certification Exam,” which said that Indiana plans to change from a multiple-choice principal certification exam to one that depends on principals’ responses to real-life scenarios.

The change is meant to reflect principals’ changing jobs, which have focused more and more on academic progress rather than just the management aspects of running a school. For instance, one reason for the change, the article states, is that principals will now be required to do four observations of each teacher, each year. Putting such an emphasis on instructional leadership has apparently caused those in Indiana to re-think what they look for during principal certification.

I’m going to be interested to see what the test looks like. If principals get more effective by gaining real-world experience, testing how a principal candidate might react in the real world makes sense to me. What would you include on a test for principal candidates? –Rebecca St. Andrie

Filed under: Principals,Teacher evaluation,Uncategorized — Tags: , , — rstandrie @ 3:08 pm

February 27, 2012

Evaluating principals, too

Principals are finally getting their turn in the spotlight. The Connecticut Mirror recently ran an article highlighting a proposal I’m seeing more and more: evaluating principals according to students’ and teacher’s progress, just as has been proposed for teachers.

As reported, the proposed Connecticut plan “calls for student performance and test results to count for 45 percent of a principal’s grade. The remaining parts will be linked to superintendent observations and surveys of parent, peer and school employees.” Whether teachers are improving on their own evaluations also counts.

I’ll be interested to see what happens with this proposal. As always, at the Center we think it’s important to have any evaluation, especially one that includes student scores, be made up of multiple measures of performance. Read our report Building a Better Evaluation System to find out why. But the principal’s role in the school is one that has been overlooked for too long. As an upcoming report from the Center will show, principals have a significant impact on schools and student achievement. I think the Connecticut proposal would show the same thing. — Rebecca St. Andrie


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