Sentences with phrase «principal pipelines»

In 2011, The Wallace Foundation launched the Principal Pipeline Initiative, an effort to help six urban school districts improve their «principal pipelines,» systems to train, hire, and evaluate and support school principals.

School Leadership 330c9173 - 9d0f - 423a - b58d - f88b8fb02708; District Policy and Practice 02d6f4ae - 88a2 -4236-b1a9-1f37b2599002; Principal Evaluation 1c8b0b87 - d18d - 4e7f - b4e4 - eb8a0c7c9424; Principal Supervisors d4c2da24 -0861-47f9-85bd-ee1c37263157; Principal Training f86ec85e - a137 - 43e2 - 8c12 - 5ce0b67efe8e; Principal Pipelines c781e92b - a99a - 4e72 - 91c3 - 07113f971c1b; ESSA 0cd55c08 - 6cf5 - 4ae7 - a735 - f8317421308a

State leaders who want to help school districts build principal pipelines can consider exercising their regulatory and budget powers, as well as using the bully pulpit.

The Perspective offers a set of considerations for districts interested in building principal pipelines, as well as for states that want to help localities in this work.

This report describes early changes in principal training and support in Wallace - funded efforts to develop principal pipelines in six urban school districts.

The report also offers early lessons for other districts considering changes to their own principal pipelines.

Meanwhile, principal pipelines have sprouted leaks in state after state: Principals tend to leave their schools after three or four years.

In response to a February 2013 District Administration story, «Priming Principal Pipelines,» NISL CEO Robert C. Hughes points out that school leaders don't have to choose between homegrown leadership development programs and costly boutique programs.

School Leadership 330c9173 - 9d0f - 423a - b58d - f88b8fb02708; District Policy and Practice 02d6f4ae - 88a2 -4236-b1a9-1f37b2599002; Principal Supervisors d4c2da24 -0861-47f9-85bd-ee1c37263157; Principal Pipelines c781e92b - a99a - 4e72 - 91c3 - 07113f971c1b

To probe these questions, The Wallace Foundation in 2011 launched a five - year, $ 75 million initiative to help six large districts build stronger principal pipelines by (1) creating clear job requirements detailing what principals and assistant principals must know and do, (2) ensuring high - quality training for aspiring leaders, (3) developing more selective hiring procedures, and (4) using well - crafted evaluations to identify the needs of principals and ongoing support to address them.79 Over the life of the initiative, it is expected that participating districts will have filled at least two - thirds of their principal slots with graduates of high - quality training programs - enough to enable independent researchers to gather meaningful evidence on whether and how better leadership can transform the academic fortunes of children.

We are heartened that districts are increasingly building principal pipelines which, research shows, are financially viable and beneficial.

Perspective: Building Principal Pipelines: A Job That Urban Districts Can Do (July 2017).

Building Principal Pipelines: A Job that Urban Districts Can Do (October 2016).

Six Superintendents» Experiences Building Principal Pipelines (2015).

But the message is also apt for principal pipelines.

How to Get There NAESP has always been and continues to be an aggressive supporter of principal pipelines, and has long been actively involved in setting and influencing the standards for principal preparation and practice as mentioned above.

Berg says she's more interested in seeing a package of bills being promoted by Rep. Craig Horn become law, which would invoke more systemic change in public schools through improving the teacher and principal pipelines.

The Wallace Foundation will also make additional grants to support the districts in their efforts to strengthen and complete their principal pipelines.

Accordingly, their principal pipelines and development programs do the following:

The Wallace Foundation is also investing $ 84 million in six districts over the course of six years to support them in building effective principal pipelines by setting high hiring standards; providing effective training; executing selective hiring; and providing ongoing professional development to principals.

The Principal Pipeline Podcast: Practitioners Share Lessons From the Field www.wallacefoundation.org/knowledge-center/pages/podcast-principal-pipeline.aspx This podcast series features conversations with principals, district and state leaders, and university officials who have developed strong principal pipelines.

Tennessee is one of a few states in the nation to undertake a comprehensive approach to developing principal pipelines.

State leaders are taking advantage of this «ESSA moment» and are targeting funding to boost principal pipelines, thereby strengthening principals» capacity as instructional leaders who improve student outcomes.

The Every Student Succeeds Act (ESSA) presents states and districts with a unique opportunity to invest in principal pipelines.

Paul Fleming is leading a major effort in Tennessee to build principal pipelines statewide, using an optional 3 percent set - aside permitted under the Every Student Succeeds Act.

Building Principal Pipelines: A Job That Urban Districts Can Do www.wallacefoundation.org/knowledge-center/pages/perspective-building-principal-pipelines-update.aspx In the quest to ensure that all schools have leaders who focus on improving instruction, this guide sheds light on how school districts can build a pipeline of effective school principals.

This six - episode series features principals, district and state leaders, and university officials who've developed strong principal pipelines.

Bryan and his team have spent much time in the trenches of education leadership, including helping urban districts to expand their principal pipelines, evaluate leader effectiveness, and equip change agents to turn around schools.

This role has evolved over the last decade from an ad - hoc position in school districts to an important addition to the principal pipeline.

This resource for states focuses on improving school leadership and the principal pipeline by tracking the right data and planning strategically.

The districts are working to fully develop the four essential, interlocking parts of a principal pipeline:

This episode highlights the key components of a principal pipeline and explores how districts can develop a coherent system of training, hiring and support.

Kelly Latterman, a Policy Associate with the National Conferences of State Legislatures offers her insight on best practices among states to promote the principal pipeline.

While we see this resource as a useful tool for all principals and other school leaders, this supplement is especially valuable to early career principals and those entering the principal pipeline.

NLC attendees urged congressional leaders to work with their states and districts to make sure that there is a clear understanding of the law, which encourages states to make a strong investment in the principal pipeline — or programs to support aspiring and early career principals — as well as provide on - going support for instructional leadership.

To strengthen their principal pipeline, district leaders in Hillsborough prioritized improving job standards as the foundation of a robust multiyear plan.

Olson is one of 244 principals in Tampa, Florida's Hillsborough County Public Schools, one of six large urban districts across the country that since 2011 have been involved in The Wallace Foundation's «principal pipeline» initiative — designed to grow more effective principals.

These also shape the design and cohesiveness of all other components of the principal pipeline.

Principals cultivate positive school cultures that are built on trust, strengthen the principal pipeline by identifying teacher leaders and nurturing assistant principals, and through interdependent relationships with superintendents, contribute to strong, district leadership.

Based on 10 years of research, Wallace has identified four key parts of a «principal pipeline» that can develop and ensure the success of a sufficient number of principals to meet district needs: rigorous job requirements, high - quality training, selective hiring, and on - the - job evaluation and support.

The new «principal pipeline» initiative takes previous Wallace work an important step further.

The crucial question these grants and the associated research will explore is: can building a stronger principal pipeline improve teaching quality and student achievement district - wide?»

New York city is one of six urban school districts taking part in Wallace's principal pipeline initiative to develop a large corps of highly effective school leaders.

In Jordan, I found a group of devoted school leaders who were struggling with many of the same issues school leaders are grappling with stateside: Class sizes are large, student discipline is an issue, the teacher and principal pipeline is impacting human capital, funding is tight, and inequality translates into uneven outcomes for students.

Other leading districts in this area often begin this focus as early as in their principal pipeline efforts.

Constructing a «principal pipeline» meant diving deeply into the Balanced Leadership framework over several years.

The New York Times describes Newark Superintendent Cami Anderson's partnership with New Leaders to build the district's principal pipeline.

The panel will open with a discussion of the PGCPS accomplishments in building a culture of support and a principal pipeline through The Wallace Foundation PLC network and the new PGCPS Leadership Center.

Again, these districts were not chosen as exemplars of any particular principal supervisory structures or practices but because they were part of the principal pipeline project.

Under ESSA, states and districts alike will have the chance to focus on the principal pipeline.