PRINCIPAL SUPPORT From Frenzied to Focused: How School Staffing Models Can Support Principals as Instructional Leaders New America, June 2017 How can school systems make principals’ roles more manageable while also ensuring that teachers are receiving the support they need to continue improving classroom instruction for their students? This new paper from New America’s PreK-12 Education Policy program explores approaches to solving this dilemma by examining three public school districts that employ promising, yet varied, “new school leadership” models with a goal of bolstering principals’ ability to focus on instructional leadership, including supporting teachers’ classroom practice. The report offers key considerations for states and districts interested in rethinking their school staffing models to better support the needs of staff and students, including recommendations for how
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