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Changing the Principal Supervisor Role to Better Support Principals
Table of Contents
Document
- Author(s)
- Ellen Goldring, Melissa A. Clark, Mollie Rubin, Laura K. Rogers, Jason A. Grissom, Brian Gill, Tim Kautz, Moira McCullough, Michael Neel, and Alyson Burnett
- Publisher(s)
- Vanderbilt University and Mathematica Policy Research
Page Count
102 pages
Implementation Tips
The report identifies some “lessons learned” for other districts wanting to redesign the principal supervisor role. They include:
- Get buy-in and build awareness across all stakeholders. Among them are board members, central office staffers, and principals.
- Balance supervisors’ focus on instructional leadership with the flexibility to meet principal needs.
- Consider the stability of district leadership and finances. Turnover of district leaders and deep financial constraints made it difficult to address challenging aspects of the initiative.
- Change structures and transform values, beliefs, and behaviors. Changing the supervisor role required changes to the structures in the central office. It also required changing values, beliefs, and behaviors in the district. The success of the new principal supervisor role required central offices to be more accountable to schools.
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