How can superintendents build a principal pipeline that perseveres in the face of change and uncertainty?
A new report from Vanderbilt Peabody College and Policy Studies Associates, in partnership with the Principal Pipeline Learning Community, gives education leaders a framework for thinking long-term when creating systems that develop and support school leaders.
The framework identifies four pillars for action:
- Ensuring strategic alignment by articulating a clear, shared vision and ensuring major policy commitment from all participating partners.
- Communicating the importance, need and value of the change to stakeholders and sharing its potential solutions.
- Aligning institutional elements and supports, including negotiating partnership agreements, utilizing external expertise, redesigning central office practices and institutionalizing ownership and coordination in organizational policy.
- Maintaining priority (of pipelines) by facilitating ongoing and continuous internal and external stakeholder development.
The researchers also identified four districts that made sustainable, evidence-based changes to their principal pipelines. These systems include the Newark Board of Education, Greenville County Schools, The School District of Philadelphia and Cumberland County Schools.
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According to the report, each district approached its pipeline changes differently. However, the researchers found common components:
- A vocal champion who communicates the vision for leadership pipelines. This may include the superintendent or assistant superintendent.
- A pipeline leader who acts as the “hub.” One key leader who holds clear responsibility and authority, along with access to resources to align the work across multiple departments.
- Central office coordination to foster collaboration around the pipeline. For example, districts gave resources to central staff and schools for pipeline work, including stipends and revised job descriptions.
- Alignment of pipeline evaluation metrics with broader district strategic goals and planning. Districts collected pipeline evaluation data from focus groups of pipeline participants and their supervisors.
For a closer look at the research, read the full report here.
