If you were asked to name the most influential people in a city or a town, would you say the mayor? The city council? Maybe even the school board? Michael Farrell, chief learning officer at the School District of Philadelphia, will tell you that principals have just as much influence as those leaders in shaping the communities they serve.
“Our schools really should serve as the hub of communities, as the pillar of communities,” Farrell says. “[Principals] are the most important folks we invest in.”
Principals play a major role in the success of their school community, particularly for teachers and students. Research shows that principals contribute significantly to outcomes such as student achievement, reduced absenteeism, and teacher retention.
School districts like Philadelphia are investing in hiring, retaining, and developing highly effective principals by implementing principal pipelines, comprehensive systems for hiring, preparing and supporting school leaders. But how do they sustain those efforts long term?
A new report from Vanderbilt Peabody College and Policy Studies Associates, Implementing for Sustainability, presents a framework that can guide districts to do just that. The framework offers building blocks that districts can put in place to help their pipeline initiatives stick.
The report also includes a series of case studies that explore how four districts have built long-lasting pipelines. The districts are: the Newark Board of Education, Greenville County Schools, the School District of Philadelphia, and Cumberland County Schools. They are part of Wallace’s Principal Pipeline Learning Community (PPLC), which convenes 84 school districts to plan, develop, and learn from one another about principal pipelines.
Wallace asked leaders from three of these districts to share what implementing the components of the framework looks like in practice.
Ensuring Strategic Alignment
According to the researchers, pipelines that last begin with a clear, shared vision. In Newark, that meant embedding the principal pipeline into the district’s 10-year strategic plan.
“This has had a tremendous impact on buy-in,” says Matthew Brewster, special assistant, high school operations at Newark Public Schools, “because it allows us to show the community that we’re doing what the research says to do and that we are following a plan.”
This has had a tremendous impact on buy-in because it allows us to show the community that we’re doing what the research says to do and that we are following a plan.
— Matthew Brewster, special assistant, high school operations at Newark Public Schools
Including pipelines in the strategic plan also helps Newark sustain the pipeline work by allowing the district to secure funding through grants or reallocating existing resources.
Farrell says the School District of Philadelphia also articulates a clear vision for its school leadership work in its Leadership Pathways Framework. The framework provides a developmental roadmap for educators as they grow into leadership roles at the school level and beyond.
A strong vision requires planning, he says. “Really get clear on need, set a vision to get there, and set some clear targets along the way,” he says. “And think outside the box and be bold.”
Communicating Clarity in Intent
The Implementing for Sustainability framework notes that garnering buy-in among stakeholders happens through communicating the importance, need, and value of pipelines. This helps create a shared understanding of the significance and impact of this work.
In Greenville, the superintendent encourages supporting and guiding principals verbally and also through his actions. He has dedicated central office staff to leading and implementing the pipeline work—specifically Greenville’s Leader Academy, a program that develops leaders from the classroom to the central office. The superintendent also personally leads and engages in professional development sessions with school leaders and aspiring principals.
“The superintendent’s sponsorship of this work is critical,” says Karen Kapp, director of staff and leadership development at Greenville County Schools.
“Our superintendent publicly acknowledges the fact that our pipeline is working,” adds Brewster from Newark. “That encourages our aspiring leaders and signals to our teachers and school community that we are committed to building from within.”
Aligning institutional elements and support
Several key facets of the Implementing for Sustainability framework focus on the components that should be in alignment and working together to help pipelines last. These components include partnerships, resources, staff capacity, and policy. One key part of this work is designating a leader—and empowering them.
In Greenville, this is Kapp’s role. In addition to leading and developing all of the pipeline programming, Kapp also oversees alignment across departments and makes sure all pipeline components are working together coherently. She reports directly to the superintendent and sits in on all senior cabinet councils.
You cannot do this work most effectively without access to senior staff.
— Karen Kapp, director of staff and leadership development at Greenville County Schools.
“You cannot do this work most effectively without access to senior staff,“ says Kapp. “The person who leads this work has to be engaged with what’s going on at the superintendent level.”
In Philadelphia, Farrell, as the chief learning officer, leads this work. His role allows him to influence and coordinate pipeline elements across the district.
“My vision as the chief learning officer has always been that every single adult in the district views themselves as a learner first,” says Farrell. “That can create a powerful atmosphere where constant improvement happens in a space of support and collaboration.”
Maintaining Priority
The last section of the framework focuses on continuously engaging stakeholders, upholding a culture that values leadership development, and establishing processes for evaluation and accountability.
In Philadelphia, the district has built mutually beneficial university partnerships to help credential school leaders with a goal of increasing the number of leaders of color to better mirror their student population. Research shows this can have a positive impact on student outcomes.
Through constant dialogue with university partners about the districts’ shifting needs for certain skills and competencies, three cohorts of leaders have been credentialed, and the university partners are receiving clear guidance for preparing leaders that meet the needs of the school district. It’s a win-win for everyone.
The district has formal and informal coaching and mentoring opportunities. This helps sustain an interconnected network of leaders who can turn to each other for knowledge and support, even through the ups and downs of budget and leadership changes.
“The answers are in the room,” Farrell says of the knowledge and talent school leaders already hold.
Greenville continues to prioritize its pipeline by establishing clear standards for evaluation and then preparing leaders to meet those standards so they can be successful. It also includes building strong relationships with those in the field beyond Greenville who are committed to and experts in this work, such as leaders in Gwinnett County Public Schools and Hillsborough County Public Schools.
Charting the Successes and Struggles
Sustainability isn’t a given when it comes to implementing principal pipelines. What makes the effort worth it for the leaders we spoke to are the outcomes for schools and students.
We have really signaled to folks at all levels of the organization that we’re investing in them and we want to help them grow.
— Michael Farrell, chief learning officer at the School District of Philadelphia
“We have seen growth and improvement across the district in a variety of ways,” says Brewster of the impact on Newark Public Schools. “Twenty schools [were recently] removed from the state’s in need of improvement status.” He attributes the district’s improvement to a multi-pronged approach that begins with developing school leaders.
Kapp has seen similar progress in her district, noting their Niche ranking has shifted since 2012 from 19th to 8th in the state in academics and the graduation rate in 2024 was the highest in the district’s history.
Farrell of the School District of Philadelphia believes that their work has signaled to educators that there is opportunity to stay in the district and grow.
“It’s, of course, a retention strategy,” says Farrell. “But it’s also this ethic of ‘care for our own….’ We have really signaled to folks at all levels of the organization that we’re investing in them and we want to help them grow.”
Seeing that growth is a big motivator for Brewster as well.
“I am motivated to do this work because there were people who supported me when I was an aspiring school leader and I feel obligated to do the same for the next generation,” says Brewster. “The work is tough, but the payoff is tremendous.”
