Why Principals Matter: Exploring The Research On School Leadership. School Leadership Brief_18P429_digital_FINAL | Page 14

Conversely, high-quality preparation
programs have rigorous selection
processes to ensure that candidates
are ready and planning to become
administrators. For example, in Illinois,
principal preparation program candidates
are required to have an in-person
interview with at least two full-time
faculty members and create an extensive
portfolio of teaching achievements. 28
High-quality programs also partner with
districts to identify potential leadership
candidates. 29 The New York City Aspiring
Principals program at the New York
City Leadership Academy identified
emerging teacher leaders to participate
in their program, leading to meaningful
improvements in student achievement at
schools where program graduates were
hired. 30
Residencies, mentorships, and cohort
models that provide meaningful school-
based experiences are components of
effective preparation programs.
Much like in the medical profession,
prospective principals need meaningful
on-the-job experiences throughout their
training to ensure they are prepared for
the diverse demands of the job. High-
quality principal preparation programs
not only require candidates to observe
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existing principals but also engage
with those principals in a wide range of
meaningful activities. Some programs
even provide full-time paid residencies
for principal candidates so they can be
fully immersed in the job for an entire
year before graduating the program. 31
Having meaningful on-the-job
experiences for candidates requires
partnerships with districts and the
selection of high-performing principal
mentors who can provide support for
candidates during their preparation
and first years on the job. 32 A strong
cohort model can also provide principal
candidates with support. Program
cohorts participate in classes and start
their principalship with the same group
of candidates. Novice principals can
then consult this built-in network of
fellow principals for support throughout
their careers. 33
While there is little data about the
effectiveness of principal preparation
programs, a few programs have track
records of training better principals and
filling shortages in hard-to-staff areas.
In 2010, Illinois began requiring programs
that train principals to incorporate many
of the characteristics of high-quality