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Principal Learning Opportunities and School Outcomes: Evidence from California

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Title: Principal Learning Opportunities and School Outcomes: Evidence from California
Language: English
Authors: Campoli, Ayana K., Darling-Hammond, Linda, Learning Policy Institute
Source: Learning Policy Institute. 2022.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 40
Publication Date: 2022
Sponsoring Agency: Wallace Foundation
Stuart Foundation
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Principals, School Administration, Instructional Leadership, Management Development, Administrator Education, Professional Development, School Effectiveness, Outcomes of Education, Self Efficacy, Preservice Teacher Education, Inservice Education, Teacher Persistence, Academic Achievement, Language Arts, Mathematics, Minority Group Students
Geographic Terms: California
Abstract: A growing body of research points to the substantial influence of principals on school conditions and students' learning. But how can principals learn to be good leaders? And are there professional learning strategies that make a difference in principal effectiveness? This study, which is part of a larger project synthesizing the research on principal learning, provides some new insight into these questions. Most studies of principal professional learning have examined the efficacy of particular programs rather than the mix of program features and experiences to which principals have had access. To begin to address this gap in the literature, the authors conducted a study of the relationship between principals' learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. The authors examined both teacher retention and student achievement gains in English language arts and mathematics. This study offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools. [This report was written with Anne Podolsky and Stephanie Levin. For the research brief, see ED626544.]
Abstractor: As Provided
Entry Date: 2023
Accession Number: ED626543
Database: ERIC
FullText Text:
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  Data: Principal Learning Opportunities and School Outcomes: Evidence from California
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  Data: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: A growing body of research points to the substantial influence of principals on school conditions and students' learning. But how can principals learn to be good leaders? And are there professional learning strategies that make a difference in principal effectiveness? This study, which is part of a larger project synthesizing the research on principal learning, provides some new insight into these questions. Most studies of principal professional learning have examined the efficacy of particular programs rather than the mix of program features and experiences to which principals have had access. To begin to address this gap in the literature, the authors conducted a study of the relationship between principals' learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. The authors examined both teacher retention and student achievement gains in English language arts and mathematics. This study offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools. [This report was written with Anne Podolsky and Stephanie Levin. For the research brief, see ED626544.]
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  Data: ED626543
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      – Text: English
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        PageCount: 40
    Subjects:
      – SubjectFull: Principals
        Type: general
      – SubjectFull: School Administration
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Management Development
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      – SubjectFull: Administrator Education
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      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Outcomes of Education
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Inservice Education
        Type: general
      – SubjectFull: Teacher Persistence
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Language Arts
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      – SubjectFull: Mathematics
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      – SubjectFull: Minority Group Students
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      – SubjectFull: California
        Type: general
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      – TitleFull: Principal Learning Opportunities and School Outcomes: Evidence from California
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