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The Need for a Strong Principal Bench
The Hechinger Report recently published a story about a principal who eventually left the high school he successfully turned around in Newark, New Jersey. The story illustrates how vulnerable turnaround reforms can be when the leader who implemented those reforms moves on.
This particular story has a happy ending—the next principal to take over continues to improve the school and has won the staff’s and students’ respect and trust. Interestingly, the new principal came from out of state and had a previous track record of successfully leading a challenging high school. But Newark’s happy ending is unfortunately not always the norm.
Many times when a great principal leaves a school, they take with them the momentum they were building to improving student outcomes. District leaders are at times caught off guard and have to scramble to find a replacement. What’s even more worrisome: About half of new principals leave their jobs by their third year in the role.
The story highlights the importance of finding and retaining the best talent for the principal role. Finding the right principals requires school districts to take an active role in recruitment—not just posting a job opening and accepting whoever self-selects into the pool of applicants.
Finding the right principals requires school districts to take an active role in recruitment.
Retaining great principals is another piece of the puzzle. Districts have to ensure they have the right working conditions in place to keep their talent. Examples of this include having principal supervisors who have the knowledge and capacity to coach and support the principals they supervise. School leaders also need the explicit autonomy to make critical decisions for their schools.
What principals need, and how best they can be supported, is looked at in-depth in the Bush Institute’s Great Principals at Scale report. It’s key to helping us better understand how to find and retain the best talent, so that Newark’s story is one of many happy endings.
Eva Myrick Chiang, Deputy Director for Education Reform and Research and Evaluation, manages the School Leadership Initiative while providing support in other areas of the education reform initiative as well.
Prior to joining the George W. Bush Institute, she taught pre-k through college level students in a variety of teaching roles in private, public, and charter schools, and her passion is teaching students to read. She has been a trainer of teachers, and most recently she held the position of Director of Education in the central administration office of an urban charter school.
Eva received her undergraduate degree from Baylor University, and received a master's in teaching with an emphasis on reading education from Texas Woman's University. Eva also earned her law degree from Texas A&M School of Law in Fort Worth. She is currently finishing her doctorate in curriculum and instruction from Southern Methodist University.Full Bio
It’s Time to Close the Communication Gaps in Education
If we want strong early childhood education programs, we have to prepare leaders for elementary schools and early childhood programs.
Support and Keep Your Best Principals
Eva Myrick Chiang, Deputy Director for Education Reform and Research and Evaluation, offers advice to district leaders on how they can help support their principals, and in turn, support student achievement.
Interventions Only Work When School Districts Support Strong Leadership
The George W. Bush Institute hosted a panel discussion focused on college and career readiness, early childhood, and the importance of school leaders in driving better results for all children.
The Overlooked Role of the School Principal
Today being School Principals' Day, Eva Chiang, deputy director of the Bush Institute's Education Reform Initiative, offers this essay about the importance of preparing principals for their hard work, as well as providing principals support that allows them to succeed.