The following post originally appeared on the Learning Policy Institute’s Learning in the Time of COVID-19 blog, a series that explores evidence-based and equity-focused strategies and investments to address the current crisis and build long-term systems capacity.
In September, Steven Elizondo, principal of Golden Hill K–8, a dual-language immersion school in San Diego, began the complicated task of planning for “phase one” of school reopening. Golden Hill, like all district schools, had started the school year online. But students who needed on-site support, including elementary students who were experiencing learning loss and special education students with high needs, would be back on campus in mid-October, while others would continue with distance learning. The logistics for starting in-person learning safely and getting the correct information to families and staff were daunting. But Principal Elizondo was not in it alone. Thanks to the district’s collaborative learning structure, he and his counterparts at other schools were able to tap the expertise and experience of a colleague who had developed protocols and processes for returning to school, as well as a communications strategy for families and staff. Using these models saved precious time and supported consistent practices across the district. (more…)
According to a poll conducted August 14–19 by the National Association of Secondary School Principals (NASSP), 45 percent of principals report that pandemic working conditions are accelerating their plans to leave the profession. The departures will exacerbate an already challenging principal attrition crisis. (more…)
As a newly minted school leader, one of the first challenges Mark Anderson faced didn’t involve teaching strategies or staff issues. Instead, students spilled water on the gym floor during a pep rally. (more…)
While much attention has been paid to teacher turnover over the past few decades, the amount of principals leaving their schools—or the profession altogether—is equally staggering. (more…)
Research shows that “principals are essential to improving student achievement and narrowing persistent achievement gaps between students in underserved communities and their economically advantaged peers.” In fact, one study asserts that “there are virtually no documented instances of troubled schools being turned around without intervention by a powerful leader.” (more…)
Tell Your Senators to Protect the Nation’s Most Vulnerable Children
Last month, congressional leaders unveiled their Affordable Care Act repeal bill, the American Health Care Act (AHCA). Under this proposed legislation, dramatic cuts to the Medicaid program will prevent schools from providing comprehensive services for students. (more…)