Developing effective principals: What kind of learning matters?

Abstract

This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.

Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence

“…Meanwhile, another national study conducted by Orr (2011) that included a broad range of program types found considerable variability in their clinical experiences—especially in terms of length and job-embeddedness—leading her to conclude that the clinical experience was the “most challenging feature [of preparation programming] to deliver” (p. 155). Similar levels of variability in the nature and quality of clinical experiences provided to aspirants have also been found via state-level investigations over the last decade (e.g., Darling-Hammond et al, 2022; Doolittle, 2013; Grissom et al, 2019; Lehman et al, 2014). As we explore in our review of literature, studies have further begun to shed light on an assortment of issues that have potential for shaping the developmental opportunity of the clinical experience (e.g., Chandler et al, 2013; Clayton, 2012; Clayton et al, 2017; Cunningham & Sherman, 2008; Drake et al, 2021; Fry et al, 2005; Lehman, 2013; Orland-Barak & Hasin, 2010; The Wallace Foundation, 2016).…”

“…Given the importance of experience to learning and development (Kolb, 2014), the clinical internship has been regarded as a critical element of educational leadership preparation (Anderson et al, 2018; Darling-Hammond et al, 2022; Ni et al, 2019; The Wallace Foundation, 2016). A variety of factors are now recognized as shaping the developmental opportunity of the clinical experience (Jamison & Clayton, 2016).…”

“…For example, research comparing more traditional preparation programs to ones identified as innovative found that more robust internship experiences—that is, full-time, job-embedded, 300+ hours—promote higher levels of leader learning and instructional leadership practice development (Orr & Orphanos, 2011), career advancement (Orr, 2011; Orr & Barber, 2006), and several important working conditions for teachers (e.g., greater professional development and collaboration; see Orphanos & Orr, 2014). Similarly, research examining exemplary PPPs has identified carefully supervised and well-planned field experiences as a hallmark feature distinguishing such programs (Crow & Whiteman, 2016; Darling-Hammond et al, 2007, 2022; Young, 2015). Thus, it is not surprising that the clinical experience has been regarded as “potentially the most powerful learning opportunity for aspiring principals” (The Wallace Foundation, 2016, p. 9).…”

“…Indeed, a body of evidence reveals growing attention to the clinical experience by both policymakers and practitioners (see Gates et al, 2020). Research shows an intensive and quality clinical experience is regarded as a central component of enhanced PPP designs (Anderson & Reynolds, 2015; Crow & Whiteman, 2016; Darling-Hammond et al, 2022; Dexter et al, 2022; The Wallace Foundation, 2016; Young, 2015), and is specified in both the National Educational Leadership Preparation (NELP, 2018; formally ELCC, 2011) and Council for the Accreditation of Educator Preparation (CAEP, 2020) standards (used for program accreditation in some states). Meanwhile, there is evidence that some US states have adopted preparation policies requiring more robust clinical experiences (Anderson & Reynolds, 2015; Campbell et al, 2017; Phillips, 2013; Reyes-Guerra & Barnett, 2016; Shoho et al, 2012; White et al, 2016).…”

“…At the same time, research over the past decade paints a less than optimistic picture about the developmental opportunity of many clinical experiences for aspirants (Darling-Hammond et al, 2022). Most recently, in surveying over 600 PPPs nationally, Dexter and colleagues (2022) found only 18% offer full-time, job-embedded residencies.…”