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Heeding the voice of school experience

District Administration – Elyse Doti Cohen and Matthew Pearson

“Principal retention is a national issue. According to The School Leaders Network, “25,000 principals (one-quarter of all principals) leave their schools each year, leaving millions of children’s lives adversely affected. Fifty percent of new principals quit during their third year in the role.” In New York City, the nation’s largest school system, addressing principal turnover across more than 1,800 schools is critical to student achievement. In 2014, the New York City Department of Education’s Office of Leadership created the New Principal Support (NPS) program to reduce turnover and help experienced principals grow.” (more)

Principals Believe in the Power of Technology, but Schools Face Challenges Ahead

Ed Tech Magazine – Meghan Bogardus Cortez

“Now, more than ever, school leaders believe in the power of technology to transform learning. A whopping 90 percent of principals surveyed in a recent MDR EdNET Insight report say they believe that technology is integral to student learning. In terms of learning transformation, the principals indicate that STEM (science, technology, engineering and math), personalized learning and project-based learning were their highest instructional priorities. Improving student outcomes, instruction and parental engagement were the biggest challenges.” (more)

This major city knows the secret to improving student performance

E-School News – Laura Ascione

“A focus on high-quality principals in Chicago Public Schools (CPS) could serve as a best-practice model for districts across the nation, according to data indicating improved student performance and principal retention. Over the past four years, as the number of strong principals in Chicago’s public schools has increased, so have student outcomes. District leaders have identified increases in both reading and math scores for elementary school students and have seen significant improvements in freshman on-track and graduation rates at the high school level.” (more)

As public pre-K expands in schools, study finds principals are unprepared to support it

The Hechinger Report – Jackie Mader

“Principals lack the experience and expertise in early childhood education that is needed as pre-K programs expand in public elementary schools and that could inhibit their ability to manage and support pre-K teachers, according to a new report. “Early Childhood Preparation for School Leaders: Lessons from New Jersey Principal Certification Programs” by the Center for the Study of Child Care Employment at the University of California, Berkeley, found that principal familiarity with pre-K is a problem nationwide but researchers zeroed in on New Jersey, which has a highly regarded public pre-K program but no requirement for principals to have college-level coursework in early childhood education.”(more)

Six Things Principals Are Thinking When They Get Pitched Edtech

Ed Surge – Sara Shenkan-Rich

“As a principal, I get pinged by edtech providers almost every day. Everyone has a new solution that is going to “disrupt” my school. Most of the time we ignore the emails and phone calls, but every now and again something breaks through the noise and catches my interest. When we talk to edtech companies to learn about what they have to offer, there are a few main questions that I am thinking about as I listen to their pitch.”(more)

On ESSA, many principals have little idea what the law actually means

Education Dive – Autumn A. Arnett

“One of the recurring themes from principals around ESSA implementation has been, “Well, I’m just going to wait for my superintendent to tell me what to do.” Actually, according to experts from the National Association of Elementary School Principals who shared at the 2017 National Principals Conference in Philadelphia and spoke on background for this article, the law was designed to be much more bottom-up than previous laws, and you should reach out to your superintendent with plans you’d like to see implemented in your school to help improve outcomes for all learners therein.”(more)