Abstract
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 language | English |
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Title of host publication | Exploring Principal Development and Teacher Outcomes |
Subtitle of host publication | How Principals Can Strengthen Instruction, Teacher Retention, and Student Achievement |
Editors | Peter Youngs, Jihyun Kim, Madeline Mavrogordato |
Place of Publication | New York |
Publisher | Routledge |
Chapter | 14 |
Number of pages | 14 |
Edition | 1st |
ISBN (Electronic) | 9780429356247 |
ISBN (Print) | 9780367404574, 9780367374402 |
DOIs | |
Publication status | Published - 30 Dec 2020 |