A Call for Data on the Principal Pipeline

Perrone, Frank; Young, Michelle D.; Fuller, Edward J.

doi:10.3102/0013189x221075767

Cited by 4 publications

(2 citation statements)

References 44 publications

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“…This may be more of a concern for our second research question, where a limited number of schools and principals in our comparison group (i.e., noninternship sites) are actually hosting an intern. Despite this limitation, we believe that our work examining the characteristics of internship sites and mentor principals is vitally important and we join with others in calling for more robust data systems on the principal pipeline (Perrone et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals

Bastian,

Drake

2023

Educational Administration Quarterly

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Background: Recent empirical work shows that student teaching in a high-quality learning environment and with a highly effective cooperating teacher predicts the performance and retention of early-career teachers. Little is known about principal internships and their impacts on school leader outcomes. Purpose: To examine the characteristics of principal interns, internship schools, and mentor principals. Setting: Principal preparation programs and K-12 public schools in North Carolina. Sample: A total of 1,135 principal interns from 12 preparation programs in North Carolina over a 4-year period (2015–2016 to 2018–2019). Data: Preparation program data on principal interns and when/where their internship occurred and administrative data from the state of North Carolina, from 2011–2012 to 2018–2019, on all school personnel and schools. Research Methods: Descriptive statistics and multiple regression analyses to compare interns to noninterns, internship schools to noninternship schools, and mentor principals to nonmentor principals. Findings: We find that interns are more likely to be a person of color and have higher evaluation ratings and value-added estimates than teachers in their buildings. Internship schools have lower levels of quality than noninternship schools, particularly for interns of color. Mentor principals are slightly more effective than nonmentors. Conclusions: Our findings suggest that preparation programs and school districts could be working in closer partnership to make placements in high-quality learning environments and with more effective mentor principals. There is a need for future work to assess the geography of placements, the placement process, and the associations between placement schools and mentor principal characteristics and subsequent outcomes for principal interns.

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Section: Discussionmentioning

confidence: 99%

School Leader Apprenticeships: Assessing the Characteristics of Interns, Internship Schools, and Mentor Principals

Bastian,

Drake

2023

Educational Administration Quarterly

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“…This type of commentary is a powerful tool to draw attention to current problems across education and suggest how we can collectively move forward. Past Policy Forum articles have represented timely topics that interest substantive groups of education researchers, such as the definition of minority-serving institutions (Nguyen et al, 2023), federal education funding during crises (Shores & Steinberg, 2022), data on the principal pipeline (Perrone et al, 2022), and lawsuits challenging bias response teams (Garces et al, 2022). Indeed, we hold it as a privilege to advance education research that has robust theory, strong empirical grounding, and meaningful implications for practice and policy.…”

Section: Directions For the Journalmentioning

confidence: 99%