Clear all

15 results found

reorder grid_view

Developing Effective Principals: What Kind of Learning Matters?

May 23, 2022

Effective principals can generate better outcomes for the teachers, students and the schools they lead. But great principals don't grow on trees; they receive high-quality development and ongoing support.In this report, researchers synthesize two decades of research on principal pre-service preparation and professional development and describe results of their own additional studies. They find that high-quality learning programs for future and current principals are associated with improved outcomes such as principals' feelings of preparedness, teacher satisfaction and retention, and student achievement.  Evidence also suggests that a focus on equity-oriented leadership has the potential to improve principals' ability to meet the needs of diverse learners.The research was led by Linda Darling-Hammond, who was also lead author of an influential report, released 15 years ago, describing the key characteristics of effective principal preparation and professional development.  The report finds that high-quality pre-service preparation programs have common elements:Rigorous recruitment of candidates into the program;Close school district-university partnerships;Groupings of enrollees into cohorts;Experiences where candidates apply what they learn, guided by experienced mentors or coaches; andA focus on important content, with the five most important areas being leading instruction, managing change, developing people, shaping a positive school culture and meeting the needs of diverse learners.Mentoring and coaching were influential and valuable for current principals, along with collegial learning networks and applied learning, the report finds.Researchers found via a national survey that principals' access to high-quality learning opportunities appears to have improved over the last decade, with more than two-thirds of principals today reporting having had at least minimal access to learning across the five key content areas. At the same time, there are clearly gaps. One example: "Few principals have access to authentic, job-based learning opportunities during preparation, and high-quality internships are still relatively rare," the report says. In addition, access to learning opportunities varies greatly across states and by school poverty level, an indicator that also tends to reflect the racial demographics of a school. Principals in high-poverty schools were much less likely to report that they had professional development on important topics including redesigning schools for deeper learning and designing professional learning opportunities for teachers and other staff, for example. And only 10 percent of principals in high-poverty schools reported having had a mentor or coach in the last two years versus 24 percent in low-poverty schools.Across the country, most principals reported wanting more professional development in nearly all topics, but faced obstacles in pursuing learning opportunities, including lack of time and insufficient money.The authors emphasize that state policies can make a difference in the availability and quality of leadership preparation programs. In states and districts that overhauled standards and used them to inform principal preparation, learning opportunities, and assessment, there is evidence that the quality of principal learning has improved.To foster high-quality principal learning, the authors suggest that policymakers can:Develop and better use state principal licensing and program approval standards;Fund statewide efforts, such as leadership academies, paid internships and mentor training; andEncourage greater attention to equity by, for example, allocating professional development resources to schools that need them most or funding high-quality preparation for prospective principals of high-poverty schools.The report is the third of three research syntheses commissioned by Wallace. The first, released in February 2021, examined the critical role of principals in student learning and other outcomes. The second examined the increasingly important role of assistant principals and was released in April 2021. 

Design Principles for Schools: Putting the Science of Learning and Development Into Action

June 8, 2021

Education aims to give every student opportunities to learn and thrive, but our current education system has not been designed to promote the equitable opportunities or outcomes that today's children and families deserve and that our democracy and society need. Our system was designed for a different world—to support mass education preparing students for their presumed places in life. That world believed that talent and skills were scarce, it trusted averages as a measure of individuals, and it was a world in which racist beliefs and stereotypes shaped the system so that only some children were deemed worthy of opportunity.To achieve the transformation we need today, education systems must be willing to embrace what we know about how children learn and develop. This knowledge has been well established through the science of learning and development, which shows that the range of students' academic skills and knowledge—and, ultimately, students' potential—can be significantly influenced through exposure to learning environments that use whole child design. To facilitate this transformation, this playbook translates and highlights the science, structures, and practices that can become the foundation for a new approach to learning when integrated and implemented. These design principles do not suggest a single design or model but suggest an approach to systemic change that supports equity for all students and the development of the full set of skills, competencies, and mindsets that young people need to live and thrive in their diverse communities.

National Commission on Social, Emotional, and Academic Development: A Policy Agenda in Support of How Learning Happens

January 1, 2019

Policy can play an essential role in moving efforts to support the whole learner from the periphery to the mainstream of American education, and from the realm of ideas to implementation. This document is rooted in the belief that policy should create enabling conditions for communities to implement locally crafted practices that drive more equitable outcomes by supporting each and every student's social, emotional, and academic development.

Using Technology to Support At-Risk Students' Learning

September 10, 2014

A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk.

Take a Giant Step: A Blueprint for Teaching Young Children in a Digital Age

November 7, 2011

Calls for enhancing early childhood education and teacher preparation and development by incorporating digital learning and highlights best practices, policy and program trends, and innovative approaches. Outlines goals for 2020 and steps to achieve them.

VUE: Civic Investment in Public Education Winter 2012, Number 32

November 4, 2011

The Annenberg Institute for School Reform (AISR) at Brown University partnered with Public Education Network to highlight the findings of PEN's National Commission on Civic Investment in Public Education, which met for 18 months and issued its final report in May, 2011. AISR dedicated its Winter 2012 issue of Voices in Urban Education (VUE) to the topic of civic investment in public education. The fifteen members of the National Commission for Civic Investment in Public Education have performed an extraordinary service for this nation and for America's schoolchildren. The Commission's work was ably led by co-chairs Richard W. Riley, former U.S. Secretary of Education (1993 -- 2001) and Linda Darling-Hammond, world-renowned education scholar and professor of education at Stanford University. Other members included leaders from the corporate, philanthropic, and nonprofit sectors; educators; researchers; and public education support organization leaders from around the country. Together they shared a commitment to expand civic knowledge and support of public education through citizen involvement. Contents:The National Commission for Civic Investment in Public Education by Wendy PuriefoyReaffirming the Dream: The Case for Civic Investment by Richard W. Riley and Linda Darling-HammondA Story of Civic Investment in Public Education by Susan V. BerresfordThe Right Funds for Reinvestment by Erwin de LeonA Failure of Philanthropy: American Charity Shortchanges the Poor, and Public Policy is Partly to Blame by Rob Reich

A Matter of Degrees: Preparing Teachers for the Pre-K Classroom

March 9, 2010

Reviews the research on how pre-K teacher preparation affects learning and program quality. Explores the potential costs and benefits of raising preparation standards, expected challenges, and strategies states and localities have used to address them.

Big Ideas for Children: Investing in Our Nation's Future

September 8, 2008

Compiles papers by experts in economics and children's public policy on policy proposals for investing in early childhood and education programs, reforming the healthcare system for children, and improving children's safety, well-being, and environments.

Preparing School Leaders for a Changing World: Lessons From Exemplary Leadership Development Programs

April 1, 2007

Presents eight case studies of effective school leadership training programs and provides the key characteristics of high-quality training to help states and districts address long-standing weaknesses in the way principals are prepared for their jobs.

Education Leadership: A Bridge to School Reform

January 1, 2007

Contains highlights from the foundation's 2007 national conference, including commentary on the foundation's education leadership initiative and extended excerpts from two of the conference's keynote speakers.

Developing Successful Principals: Review of Research

August 1, 2005

Reviews available research and literature on the design of principal preparation and development programs. Looks at elements of good leadership, effective program design, multiple pathways to leadership development, and policy reform and finances.

Connections: A Journal of Public Education Advocacy - Fall 2004, Vol. 11, No. 1

September 23, 2004

ContentsPresident's Message: Wendy D. Puriefoy says we need a narrative that informs and inspires a new national movement to support high-quality public education for every child.Linda Darling-Hammond on our Confused Priorities: The Charles E. Ducommun Professor of Teaching and Teacher Education at Stanford University questions why our nation does not give education a priority.Bob Edgar on the Faith Community's Role in Education: The head of the National Council of Churches explains why the faith community needs to take a leadership role in education reform.Conversations: David Gergen, editor-at-large for US News and World Report and director of the Center for Public Leadership at the John F. Kennedy School of Government, leads a wide-ranging discussion on the need for a national education movement.Making It Happen: Patricia Albjerg Graham thinks it's about time our system of public education catches up to our expectations.ViewpointSarita Brown exposes Hispanic myths and the growing influence of this vital segment of the populationDavid Dodson wants all children to tap into the optimism and success that is America, and to have the tools and opportunities to do soRoger Wilkins talks about the power of education and the insidious impact of racism on the lives of black AmericansEnd Notes: Lee Kravitz reminds us that words have power and that strong messages move people to action.