How states use ESSA to support principal preparation, development, and quality

David B. Reid, Sarah Galey-Horn, Jihyun Kim

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract / Description of output

This chapter reviews the literature on the evolving policy context related to school leadership in the accountability era. It reviews the literature on the importance of school principals, focusing on issues mentioned in Every Student Succeeds Act (ESSA). The chapter focuses on the state implementation plans of three states – New Jersey, Pennsylvania, and Vermont – and analyzes how these states are using their newly afforded autonomy to support the work of school principals. It then discusses how ESSA may influence the work of school principals in the future and argue that states must design and implement evidenced-based practices if ESSA is going to have its intended effects of supporting the work of school principals. ESSA includes several provisions to support the recruitment, preparation, development, and retention of high-quality principals. The increased expenditures to improve school leadership ushered in by ESSA represent a significant expansion over previous iterations of the Elementary and Secondary Education Act.
Original languageEnglish
Title of host publicationExploring Principal Development and Teacher Outcomes
Subtitle of host publicationHow Principals Can Strengthen Instruction, Teacher Retention, and Student Achievement
EditorsPeter Youngs, Jihyun Kim, Madeline Mavrogordato
Place of PublicationNew York
PublisherRoutledge
Chapter14
Number of pages14
Edition1st
ISBN (Electronic)9780429356247
ISBN (Print)9780367404574, 9780367374402
DOIs
Publication statusPublished - 30 Dec 2020

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