Exploring Principal Development and Teacher Outcomes
How Principals Can Strengthen Instruction, Teacher Retention, and Student Achievement
This edited volume examines innovative ways of preparing, supervising, and evaluating principals and explores factors that promote effective leadership practices. Chapter authors consider how principals’ leadership practices affect teachers’ instruction, satisfaction, commitment, retention, and effectiveness, and present evidence that principals can influence key student outcomes as well. Covering topics such as school leaders’ use of time, their efforts to reduce implicit bias, how leadership practices are associated with teachers’ workplace attitudes, leadership and student achievement, and how school leaders can best be supported under new federal legislation, this volume is a “must read” for educational leadership and policy faculty, school and district administrators, and researchers committed to promoting effective principal leadership.
Table of Contents
Section I: Principal Development and Evaluation
2. Growing Your Own Leadership Pipeline: The Case of an Urban School Leadership Residency
3. Preparing Educational Leaders for Adaptive Leadership
4. Changing Principal Supervision to Develop Principals’ Instructional Leadership Capacity
5. Appraising Principal Evaluation and Development: Current Research and Future Directions
Section II: Principal Leadership Practices
6. Examining the Time Principals Dedicate to Interacting with Teachers and Other Educational Stakeholders
7. Equity Endeavors through the Justice for Bias Framework: Principals Addressing Implicit Bias in Schools
8. Using Social Network Analysis to Support Improvement Science Approaches in Education
Section III: Principal Leadership Practices and Teacher and Student Outcomes
9. Principal Leadership and Beginning Teachers’ Self-Efficacy and Valuing of Ambitious Instructional Practices
10. Improving Instruction for Students with Disabilities: A Call for Effective Principal Leadership
11. Principal Leadership Activities and Teachers’ Workplace Attitudes
12. How Principal Leadership and Teacher Burnout Are Associated with Early Career Teacher Mobility
13. Principal Leadership Practices, Organizational Improvement, and Student Achievement
Section IV: Next Steps for Leadership Practice and Research
14. How States Use ESSA to Support Principal Preparation, Development, and Quality
15. Exploring Principal Development and Teacher Outcomes: Lessons Learned and Guidelines for Practice
Peter Youngs is Professor of Curriculum, Instruction, and Special Education at the University of Virginia, USA.
Jihyun Kim is Assistant Professor of Educational Leadership at Lehigh University, USA.
Madeline Mavrogordato is Associate Professor of K-12 Educational Administration and Policy at Michigan State University, USA.
"Principals are pivotal in the success of schools, yet little is known about how to prepare and support them in their complex and consequential role. In Exploring Principal Development and Teacher Outcomes, an impressive array of scholars examine a wellspring of promising initiatives. You’ll find penetrating analysis and practical insights about strategies that work."
—Susan Moore Johnson, Jerome T. Murphy Research Professor and Director, Project on the Next Generation of Teachers, Harvard Graduate School of Education
"Confronted with unprecedented fiscal and health crises and severe inequities, principals make decisions daily that affect the wellbeing of faculty, staff, and students. Drawing on a rich array of recent research from our country’s top education policy and leadership scholars, this first-rate edited volume examines the consequential work of school leaders and policies to prepare and support them. This nuanced collection of research studies zooms in to examine daily practice and impact on teachers and students, and zooms out to explore innovative ways to prepare, supervise, and evaluate principals and the broader policies shaping these efforts. This is a must-read book for aspiring and current education leaders at all levels."
—Julie Marsh, Associate Professor of Education Policy, Rossier School of Education, University of Southern California
"Youngs, Kim, Mavrogordato, and colleagues do an exceptional job of unpacking empirical reality and practice-based wisdom revealing that school improvement is grounded in productive school leadership. They show that when we ignore this law we often hurt students, damage teachers, and cripple improvement. On the other hand, they document that when the profession forcefully attends to growing school leaders the well-being of young people across the full spectrum of valued outcomes is significantly enhanced. And they explore in powerful analyses what that development is, looks like on the ground, and can be used to create excellent schools for children and young people."
—Joseph Murphy, Frank W. Mayborn Chair of Education and Associate Dean, Peabody College of Education and Human Development, Vanderbilt University