ABSTRACT
This chapter presents the extent to which principals have access to high-quality professional learning. Most principals nationally reported having at least minimal access to important content related to leading instruction, managing change, developing people, shaping a positive school culture, and meeting the needs of diverse learners, and access to this content has increased over time. However, only a minority of principals reported having had access to authentic, job-based learning opportunities such as an internship during their preparation or access to coaching or mentoring as part of their in-service professional development. Access to high-quality preparation and professional development differs across states, reflecting their different policies. It also varies by school poverty. Compared to principals in high-poverty schools, principals in low-poverty schools were much more likely to report that they had learning opportunities in important areas, they were more likely to experience problem-based and cohort-based preparation, and they had greater access to an on-the-job mentor or coach. Across the country, most principals reported wanting more professional development in nearly all areas, but they also reported obstacles in pursuing learning opportunities, including a lack of time and insufficient money.
