ABSTRACT
This chapter summarizes the book’s main themes: High-quality principal development programs that employ powerful learning strategies (e.g., applied learning, internships, and mentoring or coaching) and focus on important content (e.g., leading instruction, developing people, supporting a positive school climate, meeting the needs of diverse students) are associated with positive principal, teacher, and student outcomes. While access to important content has been increasing over time across the country, access to powerful learning strategies is much lower. However, policies can make a difference in the quality of principal learning and access to it. The chapter provides recommendations for future research, including: broaden the scope of research to include details about program content and pedagogical approaches; account for principals’ prior experiences, program recruitment and selection criteria, and district context; better define outcome measures and include a broader spectrum of outcomes associated with principal practices; take a longitudinal view; and use mixed methods skillfully to deepen understanding of program processes and effects. It also offers policy recommendations, including: develop and better use state licensing and program approval standards to support high-quality principal preparation and development; invest in a statewide infrastructure for principal professional learning; encourage greater attention to equity; and undertake comprehensive policy reforms at both the state and local levels to build a robust pipeline of qualified school principals and a coherent system of development.
