preparation program approval process that focuses
on rigorous selection processes, a research-based
curriculum, a high-quality clinical experience, and
partnerships between preparation programs and local
school districts.
It is also critical to provide current principals with the support they need to be instructional leaders. The state should
learn from existing district models of principal support and
scale up best practices in other districts. CORE offices should
convene regional professional learning communities, facilitating partnerships between districts with innovative support programs for principals with other districts looking to develop such
programs.
In order to inform improvement practices both in principal preparation programs and to better understand the nature of the principal labor market, it is essential for a comprehensive principal pipeline data
system to be created. To ensure these data are collected and compiled,
the State Board of Education should pass a policy that requires principal
preparation programs to report key metrics and indicators to the state on
an annual basis. These reports should include metrics such as selection
criteria, job placement rates, and completers’ scores on the principal evaluation. THEC should work with its partners to compile these indicators and
metrics to create a comprehensive data system on the principal pipeline.
Just as teachers need high-quality feedback and support as a result of teacher
evaluation, principals also need high-quality feedback and support as a result
of principal evaluation. As the new principal evaluation is implemented, CORE offices and dis