大小地区如何发展校长-美国学区小组的部分调查结果(英)

ANNA SHAPIRO, HEATHER L. SCHWARTZ, SAMANTHA E. DiNICOLAHow Large and Small Districts Develop Their PrincipalsSelected Findings from the American School District PanelEffective school leadership is an integral component of high-quality schools. A recent meta-analysis of research on principal effectiveness found that high-quality principals improve school climate and increase teacher job satisfaction, reduce teacher turnover, and reduce student absenteeism (Grissom, Egalite, and Lindsay, 2021). Highly effective principals can improve schools through engaging with their teachers around instruc-tional practices, building a positive workplace climate, fostering col-laboration between teachers, and managing resources and personnel effectively (Grissom, Egalite, and Lindsay, 2021). Developing these skills takes time and experience. However, a national average of 20 per-cent of public school principals were no longer in their jobs after one year, with an average principal tenure of four years (Levin and Bradley, 2019). High principal turnover means that districts lose valuable knowledge and expertise in school leadership. It also points to the imperative of developing a talent pipeline from which to draw KEY FINDINGS ■ As of the 2024–2025 school year, large school districts (those serving more than 10,000 students) hired most of their school principals from within the district, while small districts (serving fewer than 3,000 students) were more likely to hire from outside the district. ■ Large school districts were more likely than small school districts to offer most of the six types of school principal professional development (PD) addressed in our survey. ■ Larger school districts offered lower-cost PD to sitting principals and assistant principals alike but concentrated their high-cost PD on sitting principals only. ■ Small districts offered less PD overall. When they did offer PD, small districts favored sitting principals over assistant principals. ■ Principals and assistant principals in small school districts were more likely to choose their own PD than those in medium (serving 3,000 to 10,000 students) and large school districts. ■ Small districts favored less resource-intensive PD forms for principals.Research Report2the United States and the prevalence of PD targeted at building and strengthening principal pipelines. These findings can inform state policymakers who are grappling with school leadership shortages by describing where districts tend to find principals and how that varies by district characteristics, and what PD is most prevalent and for whom. These findings may also help universities that are redesigning pre-service leadership training programs by identifying gaps in leadership training offered by school districts. In this report, we focus on the types of PD districts offer and to whom, as well as which PD opportunities districts would like to invest in in the future.We used data from the spring 2025 administra-tion of the Ameri