Learning to Lead: What Gets Taught in Principal-Preparation Programs


by Frederick M. Hess & Andrew P. Kelly — 2007

Background/Context

School leadership is the key to school improvement. In a new era of accountability, where school leaders are expected to demonstrate bottom-line results and use data to drive decisions, the skill and knowledge of principals matter more than ever. Meanwhile, public school choice, charter schooling, developments in teacher compensation and hiring, and site-based budgeting have created new opportunities for principal leadership. In this environment, school improvement rests to an unprecedented degree on school leaders.

Purpose/Objective/Research question/Focus of study

Today, school principals are asked to lead in a new world marked by unprecedented responsibilities, challenges, and managerial opportunities. Are principal-preparation programs equipping their charges for this new role?

Research design

We examined the content of instruction at a stratified sample of the nation’s principal-preparation programs, including the programs training the most candidates, the programs regarded as the most prestigious, and more typical programs.

Data collection and analysis

We surveyed 56 programs and collected at least four “core” course syllabi from 31 that met the standards permitting systematic coding for a total of 210 syllabi. The syllabi yielded 2,424 total course weeks.

Findings/Results

Just 2 percent of 2,424 course weeks addressed accountability in the context of school management or school improvement, and less than 5 percent included instruction on managing school improvement via data, technology, or empirical research. Of 360 course weeks devoted to personnel management, just 12 weeks mentioned teacher dismissal and nine mentioned teacher compensation.

Critics often assert that education schools are ideological. In fact, just 12 percent of all course weeks focused upon norms and values. In the norms-and-values lessons, however, there was strong evidence of normative bias in the topic descriptions and assigned readings.

There was little attention to management thinkers from outside of the narrow field of educational administration. Of the 50 most influential living management thinkers, as determined by a 2003 survey of management professionals and scholars, just nine were assigned a total of 29 times in the 210 courses.

Conclusions/Recommendations

The evidence raises questions about whether preparation is well-matched to the contemporary world of schooling, and whether graduates of principal-preparation programs are being equipped for the challenges and opportunities posed by an era of accountability. This study suggests new avenues for future research, including the degree to which syllabi actually reflect the content of instruction and what approaches to instruction or assessment are employed in the course of principal preparation.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Learning to Lead: What Gets Taught in Principal-Preparation Programs
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 109 Number 1, 2007, p. 244-274
http://www.tcrecord.org ID Number: 12742, Date Accessed: 10/23/2017 10:59:20 AM

Purchase Reprint Rights for this article or review