Priming Principal Pipelines

Friday, February 1, 2013

Most principals today are hard pressed to find time for the multitasking they are expected to do, from overseeing the daily operation of their schools and interacting with parents to evaluating teachers and providing them with professional development to do their jobs at a high level.

What these principals have frequently been lacking, say experts in the field, is sufficient professional development for themselves. In fact, a 2008 survey by the National Association of Elementary School Principals (NAESP) found that its members allocated just 2 percent of their school time, on average, to their own continuing education as school leaders.

That statistic has collided with recent demands by Race to the Top funding requirements, and the majority of state legislatures, that principals and assistant principals conduct more extensive, frequent, and rigorous teacher evaluations—all of which have given principals an even higher profile.