Do Principal Preparation Programs Influence Student Achievement Through the Building of Teacher-Team Qualifications by the Principal? An Exploratory Analysis

Abstract

Purpose:The primary purpose of this study is to explore how the characteristics of the principal preparation programs of newly hired elementary school principals might influence school achievement through the development of well-qualified teams of teachers by the school. Of primary interest is whether elementary school principals from preparation programs with certain types of characteristics are more or less likely to build teams of well-qualified teachers who, in turn, positively affect overall student achievement. A secondary purpose is to establish a relationship between the overall school-level qualifications of teams of teachers and school-level student achievement on the Texas Assessment of Knowledge and Skills (TAKS) to underscore the importance of the first relationship. Article

School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review: Updated and Expanded

“…-Financial assistance: Financial assistance allows programs to recruit more selectively, target underrepresented populations, and recruit teachers who otherwise would not be able to take time away to participate in the program. • Summary of evidence: Two tier III studies (Braun, Gable, and Kite, 2008;Fuller, Young, and Baker, 2011) found positive correlations between participation in principal preparation programs and student achievement, teacher qualifications, and school culture; one tier IV logic model supported this finding .…”

“…Sources: This summary describes recurring elements of principal preparation programs and not necessarily a specific program; see Darling-Hammond et al, 2007;Braun, Gable, and Kite, 2008;Fuller, Young, and Baker, 2011.…”

“…Table 7a summarizes four studies that provide evidence of effectiveness for principal preparation programs at tiers II and III. Two tier III studies showed positive relationships between characteristics of preparation programs and principal behaviors, teacher staffing, and achievement (Braun, Gable, and Kite, 2008;Fuller, Young, and Baker, 2011). One specific preparation programs-New Leaders-has tier II evidence showing positive outcomes and would be considered evidence-based according to the ESSA definition (Gates, Hamilton, et al, 2014).…”

An Analysis of 2013 Program Evaluation Proposals for the School Leadership Preparation Program

“…For example, Fuller, Young, and Baker (2011) and Orr and Orphanos (2011) examined the influence of principal preparation programs on student achievement. Orr (2011) studied the program experiences and career outcomes of graduates of leadership preparation programs.…”

The Quality of Arabic Language Teachers in Malaysia: Facing the Fundamental Issues

“…There are also many quality assessment studies done based on certain criteria (Goe & Stickler, 2008). However, the term 'quality teacher' is still considered unclear due to the absence of an agreement from the scholars on the definition and the dimensions that represent the quality teacher concept (Blanton et al, 2006;Burnett & Meacham, 2002;Fuller, Young, & Baker, 2010;Goe, 2007). According to Cavaluzzo (2004), there have been no agreements on the actions that contribute to quality teaching.…”