Chapter 23: Reforming a Principal Preparation Program: Reconciling Equity-Oriented Leadership and the Accountability Era

As schools and districts across the country respond to shifting expectations around accountability reform—including new demands regarding teacher and principal evaluation, standards-based instruction, and Common Core aligned assessments—school principals must accordingly shift the focus of their leadership to a broader set of responsibilities and skills. To be considered highly effective in today’s climate, these leaders face a wide range of (sometimes competing) demands and expectations (Horng & Loeb, 2010; Perilla, 2014). No longer does the role of building manager or student disciplinarian suffice; we now expect principals to develop a strong mission and vision that guides their building and stakeholders, while also leading the development and implementation of rigorous instructional programs that meet the needs of all children and draw on the capacity of all teachers. School leaders increasingly act as instructional leaders, teacher coaches, district and state representatives, policy advocates, and community and family liaisons. This is a weighty set of responsibilities, and one for which many prospective leaders find themselves ill prepared.