Write for NAESP

Contribute to the principalship and enhance your own professional development

Writing Guidelines

If you have an idea for an article, NAESP wants to hear from you! NAESP accepts article submissions for its blog, Principal magazine, and Communicator e-newsletter. Before you begin writing, read a sample article from these publications to get an idea of what the editors are looking for—practical, jargon-free articles that address a variety of educational issues for a principal or assistant principal audience.

Popular areas of focus include school equity, early career principals, assistant principals, mentoring, women in leadership, early childhood learning, social-emotional learning, mental health and school safety, and  innovation. 

Submit articles as a Word document to publications@naesp.org. Include your full title, affiliation, and contact information, with your mailing and email address. Please consult the guidelines below prior to submission.

Editorial Calendar

Sept/Oct 2021

Pivot and reset. As principals return to schools post-pandemic, how have their roles changed? What steps do they need to take to lead the recovery effort? Articles to address how principals’ priorities have shifted in management and instructional leadership, addressing accelerated learning, locating and re-engaging students, and reprioritizing school improvement. What pandemic trends are here to stay such as alternatives to in-person meetings and instruction for students, teachers, and staff? Submissions due: This issue is closed

Nov/Dec 2021

Mental health. During the pandemic principals expressed great concern about deteriorating mental health among students and educators alike, some noting that their own mental health was suffering due to stress. Principals recognized gaps in their own training on providing SEL support for teachers, families and students, as well as limits on counseling staff. What are strategies schools can pursue to provide counseling and other resources to address this trauma?
Submissions due: This issue is closed.

Jan/Feb 2022

Advocate and engage. Principals report that their roles have become politicized, but they are still some of the best advocates for policies and funding that provide all children with quality education. What can school leaders do to navigate divides, inform policymakers and promote meaningful solutions at the local, state and national levels? How can principals build on relationships with families and communities that were deepened during the pandemic?
Submissions due: This issue is closed.

March/April 2022

Aligned early learning. Research shows that deficits in early childhood education eventually reveal themselves in elementary school and beyond. K–8 schools that are able to integrate aligned pre-K programs can build literacy; integrate social, emotional, and academic skills; and dismantle inequitable systems of discipline, as well as promote equitable access for every child going forward. Submissions due: This issue is closed.

May/June 2022

Equity, assessment, and accountability. The pandemic exposed systemic inequities that principals want to address. More schools are examining how biases in curriculum, instruction, assessment and processes contribute to inequity in order to level the playing field. Many districts were forced to deemphasize improvement agendas in curriculum and assessment in order to address day-to-day goals last year. Distance learning revealed that certain homework assignments not be equitable, and principals are concerned that statewide testing performed during the pandemic will reveal weaknesses that result in additional oversight of schools and staff cuts. Submissions due: December 3, 2021

Principal magazine also seeks articles on the following topics

  • Early career principals
  • Assistant principals
  • Aligning pre-k-3 learning experiences
  • Social-emotional learning
  • School safety
  • Equity