How Districts Prepare and Develop School Principals

New research shows a stark divide in how school districts of different sizes approach principal development and support. In spring 2024, researchers Melissa Kay Diliberti, Heather L. Schwartz, Samantha E. DiNicola surveyed 156 American School District Panel member districts about principal pipeline activities across seven domains:

1. Leader standards;
2. Principal preparation;
3. Selective hiring and placement;
4. On-the-job support and evaluation;
5. Principal supervision;
6. Leader tracking systems; and
7. Systems of support.

Learning about processes and structures across these domains enabled the researchers to estimate the share of U.S. public school districts engaged in such activities. Researchers also examined those activities by district enrollment size to investigate the hypothesis that the infrastructure to support the principal pipeline is mostly confined to large districts.

The report, “How School Districts Prepare and Develop School Principals, found that, while large districts tend to have robust principal pipeline infrastructure in place, small and medium-sized districts often lack key elements—a disparity with profound implications for educational equity, school leadership quality, and student outcomes across the country.

Key Findings of the Report

• Assistant principalship is the main pathway to principalship in large districts (those serving 10,000 or more students) and medium districts (those serving 3,000 to 9,999 students) but not in small districts (those serving less than 3,000 students).
• Of the seven domains of principal pipeline activities examined, districts most commonly provided written leader standards for principals and on-the-job supports for novice principals. Leader tracking systems and dedicated support staff were the least common activities.
• A greater share of large districts than of small (and often medium) districts invested in all seven domains of principal pipeline activities examined.
• As of spring 2024, districts did not foresee cuts to their existing principal pipeline infrastructure when ESSER funding was set to expire in September 2024.

Implications of the Principal Pipeline Gap

A deeper dive into the survey results show disparities in education equity, leadership qualifications, student achievement, and finances.

• Equity Concerns: The stark differences in principal support between large and small districts raise troubling questions about educational equity. Students and teachers in smaller districts might be at a disadvantage if their principals lack the preparation and ongoing development provided in larger systems.
• Leadership Quality and Retention: Without robust pipelines, smaller districts might struggle to cultivate high-quality leaders from within. They also might have difficulty retaining principals who lack sufficient support and growth opportunities.
• Student Achievement: Research has linked strong principal pipelines to improved student outcomes. The infrastructure gap could contribute to disparities in academic outcomes between large and small districts.
• Financial Considerations: While large districts benefit from economies of scale, smaller districts face difficult trade-offs in allocating limited resources. The high costs of comprehensive principal pipelines might be out of reach for many.

Potential Solutions

To address the disparities in principal pipeline infrastructure between large and smaller districts, several strategies could be employed.

• Collaboration and Resource Sharing: Small and medium districts could pool resources to create shared principal preparation programs, leader tracking systems, and other infrastructure elements.
• State-Level Support: State education organizations could play a larger role in providing principal pipeline infrastructure and support to smaller districts that lack capacity.
• Simplified Models: Researchers and practitioners should develop streamlined versions of principal pipeline elements that are feasible for smaller districts to implement.
• Technology Solutions: Cloud-based platforms could make leader tracking systems and other digital tools more accessible and affordable for smaller districts.
• Federal Investment: Targeted funding to help small and medium districts build principal pipeline infrastructure could help close the gap with larger systems.

By implementing these multifaceted approaches, districts can work toward more equitable distribution of resources and support, ultimately benefiting school leadership and student outcomes.

A Call for Further Research and Action

While the principal pipeline divide is concerning, it also presents opportunities for innovation and improvement. We need further research to:

1. Identify which pipeline elements have the greatest impact on principal effectiveness and student outcomes;
2. Develop best practices for implementing simplified pipelines in resource-constrained environments; and
3. Evaluate collaborative models for small district principal support.

Policymakers, education leaders, and researchers must work together to ensure all principals—regardless of district size—have the preparation and support they need to lead effectively. Closing the principal pipeline gap is essential for creating more equitable educational opportunities for all students.

Krysia Gabenski is editorial director at NAESP.