Setting the Stage for State Policy Change Involving Principal Preparation in Illinois

Haller, Alicia; Hunt, Erika; Baron, Debra Mayconich

doi:10.4324/9781315098098-1

Cited by 4 publications

(7 citation statements)

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“…In the United States, many states and districts are committed to hiring and recruiting highly qualified school leaders; however, doing so is becoming increasingly challenging (Pounder and Merrill, 2001). Increasing numbers of principals are leaving the profession (Snodgrass Rangel, 2018), and fewer new principals are joining it (Haller and Hunt, 2016). In particular, schools with a high concentration of disadvantaged students––from low-income households, ethnic groups, and remote areas––find it difficult to recruit qualified principals (Loeb et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Recruitment and selection of principals: A systematic review

Lee¹,

Mao²

2020

Educational Management Administration & Leadership

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School principals play an invaluable role in schools’, teachers’, and students’ success; therefore, it is of particular importance that we learn, through empirical research, about the factors related to recruiting and selecting school principals. This study critically reviewed 64 empirical literature studies that were published in the United States over the past 2 decades on the topic of principal recruitment and selection. The present study examined the characteristics of the individuals who apply and are selected to join the principal workforce, as well as the characteristics of the schools and/or districts that attract potential candidates. The topics identified in the review are gender, race, qualifications, and intrinsic motivation at the individual level, as well as school locale, student characteristics, financial incentives, working conditions, superintendents, and hiring practices at the organizational level. Though hiring is a two-way interactive process, the literature to date has paid little attention to the process and practices that lead to recruiting and hiring effective school leaders. This paper concludes with a discussion about the trends that are recognizable in the existing work on principal recruitment and selection, and the practice and policy implications of the study’s review.

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Section: Introductionmentioning

confidence: 99%

Recruitment and selection of principals: A systematic review

Lee¹,

Mao²

2020

Educational Management Administration & Leadership

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“…We also gathered several other independent studies from policy organizations (Aldeman et al, 2017; Haller et al, 2016; Herman et al, 2017; New Leaders, 2018; Riley & Meredith, 2017), scholarly journals (Black, 2017; Stosich & Bae, 2018; Williams & Welsh, 2017), and media outlets (Superville, 2018). Similar to the UCEA study, these sources focused on the prioritization of school leadership more broadly under ESSA.…”

Section: Methodsmentioning

confidence: 99%

“…Under ESSA, this research base has been recognized (Castagna et al, 2016; Haller et al, 2016; New Leaders, 2018; Riley & Meredith, 2017). Notably, the law provides states flexibility and fiscal support to implement two evidence-based pathways: leadership preparation and leadership development (L.…”

Section: Background and Research Questionmentioning

confidence: 99%

“…While prior authorizations have supported education leadership pathways for school improvement, ESSA specifically provides funding for leadership preparation and development to an unprecedented degree (Haller et al, 2016). Therefore, we examine this relationship in an effort to assess the prioritization of school leadership across states.…”

Section: Background and Research Questionmentioning

confidence: 99%

“…Notably, in 2015, President Barack Obama signed into law the Every Student Succeeds Act (ESSA; 2015). Reauthorizing the Elementary and Secondary Education Act (ESEA), ESSA recognizes education leadership as a key theory of action (Castagna et al, 2016; Haller et al, 2016; New Leaders, 2018; Riley & Meredith, 2017). States are provided flexibility and funding avenues to support innovative principal preparation and development.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

Voto

Reedy²

2019

Journal of Research on Leadership Education

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This article examines whether states under the Every Student Succeeds Act (ESSA) are prioritizing education leadership to improve schools. Examining all 52 consolidated plans, we found that while the federal law increases states’ flexibility toward such ends, states have taken advantage to varying degrees. We argue that forces at both the state and federal levels are responsible. Recommendations are further discussed as to how the next reauthorization can better address this important link in practice.

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Examining the Every Student Succeeds Act's Impact on African American Students’ Mental Health Access

Walker

2018

Teachers College Record: The Voice of Scholarship in Education

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African American students from underserved communities throughout the United States are exposed to a variety of traumas, including community and intrafamilial violence. Far too often, members of the school-based staff misinterpret combative student behaviors, which are viewed as acts of defiance. However, the factors that contribute to academic and/or emotional problems are not properly contextualized. Ensuring that students have access to comprehensive mental health services is critical. Historically, school districts have depended heavily on federal resources to address the mental health needs of students from minority and low socioeconomic backgrounds. For this reason, examining the Every Student Succeeds Act's (ESSA's) new block grant program, the Student Support and Academic Enrichment Grant, is important. Under ESSA, several programs were consolidated or eliminated. The grant funds the Safe Schools/Healthy Students initiative, which focuses on mental health, among other issues. This article examines how a shift in federal policy could affect mental health access among African American students from underserved backgrounds. “We must, by including special school aid funds as part of our education program, improve the quality of teaching, training, and counseling in our hardest hit areas.” — Lyndon B. Johnson, January 8, 1964

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Setting the Stage for State Policy Change Involving Principal Preparation in Illinois

Cited by 4 publications

References 0 publications

Recruitment and selection of principals: A systematic review

Recruitment and selection of principals: A systematic review

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

Examining the Every Student Succeeds Act's Impact on African American Students’ Mental Health Access

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