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    Fellowship Connects Principal Learning To Student Achievement

    How an external benefactor, a research university, and an urban school district build capacity for problem solving

    By Learning Forward
    February 2011
    Vol. 32 No. 1
    The holy grail of education leadership is that of the principal as instructional leader. Are aspiring principals effectively prepared for this role in the master’s degree programs that most states require to obtain a principal’s certificate? We think not. At best, these preparation programs require only two to three courses in supervision and curriculum development. Few programs require courses in adult development and complex problem solving. The graduate school education courses aspiring principals are required to take are usually offered on a university campus, decontextualized from the daily realities of the pre-K-12 classroom. The instructors of these graduate courses are likely to have little knowledge of the content of the other courses in the required principal preparation curriculum. The effectiveness of these programs is often

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    Authors

    Krista Dunbar and Robert J. Monson

    Krista Dunbar (dunbar@exchange.tc.columbia.edu) is director of the Cahn Fellows Program for Distinguished New York City Principals at Teachers College, Columbia University. Robert J. Monson (monson@exchange.tc.columbia.edu) is adjunct associate professor of education leadership at Teachers College, Columbia University.

    Much has been written about the disconnect between education research produced in graduate schools of education and the practice of school leaders. We want to share one story of an external partnership that promotes the development of a principal’s capacity for complex problem solving and the early research that suggests this partnership is working.

    In a Nutshell

    For successful partnerships:

    • Begin with interests of each partner and uncover mutual interests (e.g. supporting outstanding leaders in order to improve student learning);
    • Identify the right partners (outstanding, experienced principals, aspiring principals from within their schools, benefactor outside of Departments of Education, university with strong educational leadership department);
    • Gather participant data and continuously improve programming; and
    • Measure program outcomes.

    References

    Clark, D., Martorell, P., & Rockoff, J. (2009, December). School principals and school performance, Working paper 38. Washington, DC: CALDER, The Urban Institute. Available at www.cahnfellows.org/press.php.

    Perkins, B.K. (2010, April 27). Report on the evaluation of the Cahn Fellows Program, Teachers College, Columbia University. New Haven, CT: Perkins Consulting Group. Available at www.cahnfellows.org/press.php.

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    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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