Learning Forward
Equity and excellence in teaching and learning.
FEATURE ARTICLE
Principals In The Pipeline
Districts construct a framework to develop school leadership
By Learning Forward
June 2012
Vol. 33 No. 3
The words are made up, but what they describe is not: the tough test that would-be principals encounter when they apply for a job in Prince George’s County, Md. A diverse school district hugging the eastern border of Washington, D.C., Prince George’s County has introduced rigorous hiring methods and other practices to boost the quality of leadership in its 198 schools. In so doing, the district has also earned a spot among the pioneers in efforts nationally to ensure that public schools are led by the best principals possible. “We think the most critical interaction in schools is between the teacher and the student, but second to that is leadership in the building,” says Douglas Anthony, director of human capital management for the county, which,
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“Attention, job seekers. Log on to your computers and watch the 20-minute video of the teacher giving a math lesson. Then write a memo to the teacher, critiquing her work. Make sure that what you say is informed by our outline of what principals need to focus on when observing instruction — such as whether students are engaged, how much time is allotted for discussion, and the fit between class activities and ideas being taught.
“Before committing your answer to paper, think carefully. The quality of your memo — along with your performance on the other tasks in our revamped hiring procedure — will determine whether you land a job as a school principal in Prince George’s County, one of the nation’s largest school districts.”
References
Corcoran, S., Schwartz, A.E., & Weinstein, M. (2009). The New York City Aspiring Principals Program: A school-level evaluation. New York: New York University, Institute for Education and Social Policy. Available at www.wallacefoundation.org/knowledge-center/school-leadership/principal-training/Pages/New-York-City-Aspiring-Principals-Program.aspx.
Corcoran, S., Schwartz, A.E., & Weinstein, M. (2011). An evaluation of the NYC Aspiring Principals Program, update through 2008-09. New York: New York University, Institute for Education and Social Policy. Available at www.wallacefoundation.org/knowledge-center/school-leadership/principal-training/Pages/New-York-City-Aspiring-Principals-Program.aspx.
Council of Chief State School Officers. (2008). Educational leadership policy standards: ISLLC 2008. Washington, DC: Author. Available at www.wallacefoundation.org/knowledge-center/school-leadership/principal-evaluation/Pages/Educational-Leadership-Policy-Standards-ISLLC-2008.aspx.
Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M.T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute. Available at www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Pages/Preparing-School-Leaders.aspx.
Leithwood, K., Louis, K.S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning. New York: The Wallace Foundation. Available at www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Pages/How-Leadership-Influences-Student-Learning.aspx.
Louis, K.S., Leithwood, K., Wahlstrom, K., & Anderson, S. (2010). Investigating the links to improved student learning: Final report of research findings. New York: The Wallace Foundation. Available at www.wallacefoundation.org/knowledge-center/school-leadership/key-research/Pages/Investigating-the-Links-to-Improved-Student-Learning.aspx.
Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.
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