What are the relationships between the preparation of leaders and their schools?
Lochmiller, C. R., & Chesnut, C. E. (2017). Journal of Educational Administration. 55 (1).
Apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process.
Manna, P. (2015). The Wallace Foundation
Leadership is second only to teaching among school-related influences on student success. Its impact is greatest in schools with the greatest needs. Principals strongly shape the conditions for high-quality teaching. They are the prime factor in determining whether teachers stay in high-needs schools. For policymakers, this all means that the effectiveness of principals is vital to the effectiveness of our nation’s public schools, especially those serving the children with the fewest advantages in life.
Wallace Foundation Knowledge in Brief (Oct. 2010)
Principals can make or break a school. But in cities throughout the United States, many candidates for the job are ill-equipped to tackle the work awaiting them. That’s because the university graduate-level education leadership programs that train principals too often fall short in giving would-be leaders the skills and knowledge necessary to improve teaching and learning in troubled urban schools.