Growing support for principals

Principal supervisors collaborate and problem solve in learning communities

By Jill Baker and Gary S. Bloom
April 2017
Vol. 38 No. 2
There is clear consensus that school site leadership is second only to teacher quality in its potential to impact student achievement positively. It is also clear that, despite the fact that principal supervisors can contribute to the effectiveness of site leadership, principal supervision has been a neglected, even haphazard practice in America’s schools. Many principal supervisors in the United States work in relative isolation and experience no professional development designed to support them. Principal supervisors, many of whom have other high-stakes responsibilities ranging from the superintendency to positions in areas such as human resources and curriculum and instruction, have not been asked to make principal development a priority. Principals often only hear from their supervisors when there is a problem, complaint, or operational issue. One

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Jill A. Baker and Gary S. Bloom

Jill A. Baker ( is deputy superintendent of schools for the Long Beach (California) Unified School District. Gary S. Bloom ( is senior program consultant and co-founder of the New Teacher Center in Santa Cruz, California.


Bloom, G., Castagena, C., Moir, E., & Warren, B. (2005). Blended coaching: Skills and strategies to support principal development. Thousand Oaks, CA: Corwin.

Council of Chief State School Officers. (2015). Model Principal Supervisor Professional Standards. Washington, DC: Author.

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