Eva G. Pinkston served as Executive Secretary of the Department of Elementary School Principals (DESP) of the National Education Association (NEA) from 1931-1950.
Leonard Power, the first president (1921-22) of the Department of Elementary School Principals (DESP) wrote on the growing importance of the principalship and how the new organization will help grow the expertise of the role.
Approximately fifty elementary school principals met in Atlantic City on February 29, 1921, to formally establish the Department of Elementary School Principals (DESP) of the National Education Association (NEA). Annual dues were set at $2.
In May 1921, the Department of Elementary School Principals (DESP) issued its first publication for principals: a four page bulletin outlining the new organization's policies, purposes, and plans for the future.
The National Education Association granted departmental status to the Department of Elementary School Principals (DESP) in 1921. The DESP constitution called for a president and three vice-presidents to be elected annually by members. The new organization's first publication, a four-page bulletin describing its policies, purposes, and plans, is developed.
The Department of Elementary School Principals (DESP) member William Twitchell wrote on the importance of the principal's participation in politics, not only locally, but on the state and national levels as well.
A photo taken at the 1939 annual convention in Cleveland, Ohio.
An excerpt from the Principal's Creed, circa 1990s.
The Department of Elementary School Principals' (DESP) Constitution and Bylaws documents were combined and reprinted in 1943.
The Department of Elementary School Principals (DESP) held its first independent annual meeting at the Sherman Hotel in Chicago, March 16-19, 1955, with almost 1,800 in attendance.
This style of children's school desk was used around the turn of the century and in the early 1900s.
Audiovisual education became a prominent movement during the period immediately following World War I and gained momentum after WWII. As people returned home, they carried with them first-hand experience of rapid, massive training through the use of motion pictures and other AV media. In the decade after the war, filmstrips, motion pictures, audio recordings, and radio programming began to be widely integrated in educational settings. Uses of film and 16-mm projectors lent an aura of modernity and innovation to classrooms, becoming symbols of progressive teaching practices. In the current digital world, audiovisual aids have grown exponentially with several multimedia, such as educational DVDs, PowerPoint, television educational series, YouTube, and other online materials. The goal of audio-visual aids is to enhance a teacher's ability to present the lesson in a simple, effective way that is easy to understand for the students. Audiovisual materials make learning more permanent since students use more than one sense.
In 1984, the National Association of Elementary School Principals partnered with the U.S. Department of State to provide grant funds annually to support the Office of Overseas Schools program and to extend NAESP benefits to international educators. This partnership still exists today.
During the summer of 1920, a number of elementary school principals attended a class in elementary school administration and supervision at the University of Chicago. As the course progressed, the need for a national organization specifically devoted to the interests of elementary school principals became a topic of repeated discussion. Before the summer was over, the members of the class appointed a committee to make plans for establishing such an organization. When the National Education Association (NEA) held its 1921 summer conference in Des Moines, Iowa a few months later, the association became a department of the NEA.
In 1954, the U.S. Supreme Court issued its landmark decision in Brown v. Board of Education, declaring that racially segregated public schools were inherently unequal. In 1965, the Department of Elementary School Principals (DESP) passed a resolution calling on state and local associations of elementary school principals to "remove all restrictive membership requirements related to race."
Interesting Fact: Yellow was adopted as the standard color for North American school buses in 1939. In April of that year, rural education specialist Frank W. Cyr organized a national conference at Columbia University to establish production standards for school buses, including a standard exterior color. The color was chosen because it's registered by the human eye faster than any other color. Yellow is also highly visible in the early morning and evening light, times when school buses operate. By 1974, all school buses in the United States were painted "school bus glossy yellow."
Title IX of the Education Amendments of 1972 is a federal civil rights law that prohibits discrimination on the basis of sex in any education program or activity that receives federal funding.
The U.S. Supreme Court Building in Washington, DC. It's here where landmark cases in education such as Brown v. Board of Education and Tinker v. Des Moines were ruled on, changing the future of education law and the rights of students based on gender, race, religion, and disability.
NAESP's second Executive Director, Robert W. Eaves, served from 1950-1969.
Photo of NAESP members at a session during an annual conference circa 1980s.
After leasing space in Reston from the Council of Exceptional Children, NAESP built its headquarters in 1985 in Alexandria, VA, where the association still operates today.
An abacus is used for basic mathematics and is usually introduced as a children's toy during the early learning years.
During the 1970s, NAESP introduced the Legal Assistance for Principals (LAP) program to provide financial assistance to principals facing job-related and professional liability actions. This program has provided valuable assistance to principals over the years and is presently one of the most sought after benefits.
Interesting Fact: As the railroad industry expanded, large pieces of slate were becoming more readily accessible to an increasing number of schools. School houses across America rapidly adopted the chalkboard as it allowed them to educate larger numbers of children and saved teachers from the arduous task of re-writing problems on individual slates. By the mid-1800s, chalkboards were found in almost every school house and became one of the most important educational tools in early American history.
Cofounded in 1973 by Forrest T. Jones & Company and NAESP, the Trust for Insuring Educators (TIE) was created to provide member insurance programs for education associations not affiliated with the National Education Association (NEA). The Trust grew quickly. Within three years, 25 associations had joined, representing more than 500,000 members. Today, TIE comprises more than 60 associations and exceeds 1 million members, making it the largest consortium of educators in the U.S.
1980s NAESP membership brochure highlighted the commonalities of the principalship and the ability to create connections with fellow educators on a national level through association membership.
Since 1983, NAESP has partnered with the U.S. Department of Education on various programs and endeavors, such as the Blue Ribbon Schools Program, the President's Education Awards Program, and the National Distinguished Principal program.
NAESP President Carole Kennedy (left) presented First Lady Hillary Rodham Clinton with the association's Distinguished Service Award on July 26, 1996. Mrs. Clinton received the award during NAESP's annual Summer Leadership Conference in Arlington, VA.
At the 1985 dedication ceremony of the new NAESP Headquarters building at 1615 Duke Street, Alexandria, Virginia, a plaque was installed dedicating the building to the children and youth of the nation.
A brochure for the dedication ceremony of the newly built NAESP headquarters building in Alexandria, VA.
Rendering of the newly built NAESP headquarters building at 1615 Duke Street, Alexandria, VA.
NAESP's fourth Executive Director, Samuel G. Sava, served from 1981-1999.
The National Principals Mentor Certification Program (now the National Mentor Training and Certification Program) was established in 1989, replacing the Peer Assisted Leader Services (PALS) program. The program aimed to train educators as mentors to play a vital role in the future of new principals, their leadership, and their schools by certifying them to become a National Principal Mentor.
Article in June 1989 Communicator newsletter highlighting the dilemma of school security. The publication began in 1977 as a four-page biweekly newsletter, replacing the Spectator, and is now a monthly e-newsletter.
The K-8 Principal in 1988 was the sixth in a series of Ten-Year Research Studies, originally launched in 1928. It revealed that the mean annual salary for principals was $40,000, that half of principals expected to retire by 1998, and that women represented 40% of principals with less than five years' experience.
The No Child Left Behind Act of 2001 was a landmark in education reform designed to improve student achievement and change the culture of America's schools. It was the main law for K-12 general education in the United States from 2002-2015. The law held schools accountable for how kids learned and achieved and was controversial, in part, for penalizing schools that didn't show improvement.
Brochure for NAESP's National Fellows Program, part of the association's National Principals Academy, 1987.
Published in 2006, Leading After-School Learning Communities identifies six standards that NAESP believes principals should know and be able to do as leaders of after-school learning communities.
In the June 1989 issue of Communicator, NAESP highlighted its recent conference in Atlanta as its 'best ever.' The publication, originally developed as a four-page biweekly newsletter, is now available as a monthly e-newsletter and is a popular member benefit.
First published in 2005, Leading Early Childhood Learning Communities: What Principals Should Know and Be Able To Do, is a resource guide that has helped principals rethink the connection between early childhood centers and elementary schools, and understand the importance of creating appropriate early learning experiences where there are gaps in local systems. In 2021, the publication is redesigned to be a comprehensive guide emphasizing an aligned, cohesive, and robust Pre-K-3rd grade system.
Colin Powell, U.S. Secretary of State (2001-2005) was a keynote speaker at NAESP's 2009 annual conference in New Orleans.
NAESP's third Executive Director, William L. Pharis, served from 1969-1980.
This photo is from the outside of an exhibit hall during NAESP's annual conference circa 1990s.
In the October 2006 issue of Communicator, NAESP highlighted the challenges educators faced with students' use of cell phones at school.
In its 71st volume, Principal magazine featured the increasing use of 'Technology in Schools' in November 1991. Since its inception as Bulletin and then, later, The National Elementary Principal, Principal magazine has been a leading member benefit, providing timely and relevant resources and research for school leaders.
A photo of a teacher leading her early learning students through the alphabet.
Renowned Cape Town archbishop and social activist Desmond Tutu speaks at NAESP's 2000 annual conference in New Orleans.
Principal magazine, January 1970 issue. Initially named The National Elementary Principal and published four times a year. The magazine has evolved and been restyled over the years with the most recent update in 2020. Today, Principal magazine is published five times a year and remains one of the most highly rated benefits by members.
Published in 2003, Changing Lives Through the Principalship was used as a guiding resource for the Peer Assisted Leadership Services (PALS) training program which aimed to train experienced school leaders to mentor new and aspiring principals. The program experienced a name change in 2009 to the National Mentor Training and Certification Program which is its title today. The mentor program is a quality, sustainable program that guarantees good succession planning and the retention of excellent principals in school districts around the country and world.
Principals are proudly committed to providing a well-rounded and complete education that enables each and every child to reach his or her fullest potential in every way-socially, emotionally, physically, and academically. Research makes it clear that arts-enhanced learning is a powerful pathway toward achieving this goal. NAESP's focus on arts in education will be demonstrated by increasing our resources for principals to facilitate arts-integration and alignment in schools, including after-school and in summer programs.
Interesting Fact: The invention of the desktop computer reshaped the future of education and the ways in which children could learn in the 20th century. NAESP's logo has changed a few times over the years. The logo on the screen was used for decades before the current logo was adopted in the early 2000s.
NAESP's fifth Executive Director, Vincent Ferrandino, served from 1999-2007.
Beginning in 2006, NAESP's staff, Board of Directors, state affiliates, and key strategic partners looked deeply into the trends that would affect learning, leadership, schools, and communities in the coming years. Vision 2021 included extensive research and a series of conversations to help principals anticipate the future of learning and school leadership. In addition, key trends and powerful forces outside of education were identified that would have an impact on leadership, learning, and schools. As a result of the Vision 2021 process, the Vision 2021: NAESP Strategic Framework was published.
The National Elementary Honor Society (NEHS) was established in 2008 by the National Association of Secondary School Principals (NASSP) in partnership with NAESP. NEHS recognizes students in both public and nonpublic elementary schools for their outstanding academic achievement and demonstrated personal responsibility.
In the March 2002 issue of Communicator, NAESP addressed the increase of full-day kindergarten classes and the benefits of this new norm.
The Winter 2000-01 issue of NAESP's Research Roundup focused on Principal Mentoring. This newsletter, first created in 1984, offered research summaries on important topics and the best research available.
Commemorative brochure for NAESP's 75th anniversary in 1996.
Image of President William Jefferson Clinton addressing the 1997 Class of NAESP National Distinguished Principals.
In 1997, President William Jefferson Clinton addressed attendees at NAESP's annual conference in Arlington, VA.
The Nov/Dec 2002 issue of Principal magazine highlighted strategies of injecting STEM (Science, Technology, Engineering, Mathematics) learning in schools. STEM education creates critical thinkers, increases science literacy, and enables the next generation of innovators.
Photo taken at NAESP's 2010 Annual Convention & Exposition in Houston, TX.
As the federal role expands to support increased state investments in school-based pre-kindergarten programs, in 2014 NAESP released an updated principal competency guide: Leading Pre-K-3 Learning Communities: Competencies for Effective Principal Practice. Developed by a panel of leading practitioners, this standards document defines new competencies, and outlines a practical approach to high-quality early childhood education that is critical to laying a strong foundation for learning for young children from age three to grade three, or Pre-K-3.
The NAESP Foundation, founded 1982, is operated as the charitable arm of the National Association of Elementary School Principals. The Foundation advances excellence, innovation, and equity in schools by endowing leadership and learning for principals for the benefit of all children.
Each year, nearly 200 elementary and middle-level education leaders from across the country gather in the nation's capital to sharpen their leadership skills and advocate for principals on Capitol Hill. Attendees hear from speakers on the federal education policy landscape, as well as the latest trends and research in education policy. Advocates close out the conference with visits to Capitol Hill to meet with their Members of Congress and share principals' legislative priorities for the year.
Interesting Fact: Classroom technology has changed greatly over the last decade. Some schools have transitioned from chalkboards and easels to interactive whiteboards and tablet computers. Technology that once took up the space of your desktop now fits in the palm of your hand. NAESP launched its first website in 1992.
To mark the 75th anniversary, a commemorative painting "Our Children, Our Destiny" was commissioned and is permanently installed at NAESP headquarters in Alexandria, Virginia.
A montage of Principal magazine covers. The first publication for principals was published May 1, 1921. It featured a four-page Bulletin outlining the new organization's policies, purposes, and plans for the future. In 1932, it was renamed The National Elementary Principal, and it became an early version of the publication you know today-Principal magazine-in 1980. The magazine has been recognized many times over the years with the Excel Award and APEX Award for excellence and leadership in association publishing and communications. Today, Principal magazine is sent five times a year.
Principals have the power to help change lives - and NAESP wants to call attention to the diverse and influential roles that principals play in their schools and communities. In the March/April issue of Principal, NAESP published an article titled "Leadership Matters" that reveals what some principals believe are the most powerful aspects of their jobs.
NAESP is the leading advocate for elementary and middle-level principals on Capitol Hill, making sure principals have a voice at the table. Representation from NAESP during critical conversations on school funding, evaluation standards, education policy matters, and legislative issues ensures that decisions made are informed from the principal perspective.
Nov 13, 2013 press release: "Elementary Principals Support Bipartisan Legislation to Expand Early Childhood Education." NAESP joined advocates from the early childhood community, the White House, and Congress on Capitol Hill in support of bipartisan legislation that would significantly expand the nation's investment in prekindergarten programs.
The March/April 2008 cover of Principal magazine highlighted the many hats [roles] the principal has to wear in their position. Connecting with this theme, NAESP also launched the "Principals Wear Many Hats" membership campaign that year. Principals have always worn many hats that represent the ever-increasing and complex dimensions of their job.
In 2010, the NAESP Foundation and ING initiated a partnership to explore the concept of aligning pre-kindergarten through grade three programming. Subsequently, the Task Force on Building an Aligned System of Pre-K to 3rd Grade Early Learning was created to explore how early childhood providers, families, community partners, and schools can work together to build an aligned system of early learning that provides seamless transitions for children as they progress from preschool through grade three. During the summer of 2011, the taskforce produced its inaugural report, "Building and Supporting an Aligned System: A Vision for Transforming Education Across the Pre-K-Grade Three Years." The effort will also advance pre-K through grade three as a key component to the advocacy and policy agenda as a school improvement solution and dropout prevention.
The March/April 2016 issue of Principal magazine highlighted how to incorporate new methods of instruction into the classroom. Principal magazine has served as a touchstone for the profession, providing timely, relevant educational research and best practices. The flagship publication has been recognized over the years for publication excellence from Association Media & Publishing and Communications Concepts.
First published in 2001 and again in 2005, Leading Learning Communities: Standards for What Principals Should Know and Be Able To Do (2nd edition) was designed to be a practical resource for new and experienced principals. In 2019, the publication was refreshed again and renamed, Leading Learning Communities: Pillars, Practices and Priorities of Effective Principals.
Created in 1989, Report to Parents is a family-friendly bulletin that's ready to distribute to parents and members of your school community. Each month, Report to Parents explores relevant parenting topics, from health to homework, behavior to bullying, in both English and Spanish. With its bright design and ready-to-print, email, or post format, Report to Parents makes communicating with families a cinch.
Detailed in a December 2015 press release "Principals Groups Applaud Senate Passage of New Education Bill," theEvery Student Succeeds Act (ESSA) was signed into law December 10, 2015 to put an end to the No Child Left Behind Act, an onerous federal policy that had dogged schools for over a decade. The rewrite of the law was accomplished through a bipartisan legislative process - a process that has been increasingly rare in Washington. ESSA dramatically shifts authority of our nation's system of public education back to state and local control.
The principal voice is the cornerstone of NAESP's advocacy. For nearly three decades, more than 200 elementary and middle-level principal leaders from across the country gather annually in the nation's capital to sharpen their leadership skills and advocate for principals on Capitol Hill.
NAESP Advocacy is a monthly e-newsletter that provides updates regarding budget and policy discussions on Capitol Hill and the U.S. Department of Education, NAESP's legislative priorities, and upcoming opportunities for grassroots engagement.
The adoption of the name "National Association of Elementary School Principals" became official in 1970 when membership overwhelmingly approved the organizational change from DESP to NAESP. The logos that have been used to represent NAESP have evolved over time; the one shown here was adopted in the early 2000s.
In 2019, NAESP released its updated publication Leading Learning Communities at the annual conference with the new title Leading Learning Communities: Pillars, Practices, and Priorities for Effective Principals. Like the two editions that preceded it, the new LLC book is designed to be a practical resource for new and experienced principals. Principals from all NAESP Zones devoted many hours and their valuable expertise to help guide this work. NAESP's National Mentor Training and Certification Program strategically aligns their curriculum with the practices detailed in this book.
Group collaboration during a breakout session at NAESP's annual conference circa 2000s.
Interesting Fact: At the turn of the 20th century, schools were equipped with wooden desks with benches attached. The desks would have lids that opened so students were able to store their personal belongings inside. Today's classroom is a stark change from the classrooms of yesteryear; as technology has evolved, the classroom has shifted to meet the changing needs of education. Furniture and seating options have evolved to allow for student choice, modifiability, and versatility. Today there are as many options as ever. From standing desks, bean bags, lawn chairs, stools, cubes, and more.
More than 100 principals participated in the 2019 NAESP Community Service Day in Spokane, Washington. The Community Service Day, which takes place in conjunction with NAESP's Pre-K-8 Principals Conference, offers NAESP conference attendees an opportunity to make a difference through service projects, such as building a playground or repainting a library, that improve a local school. Landscape Structures' generous support has allowed NAESP to host this annual event for more than a decade.
U.S. Secretary of Education, Arne Duncan, delivered congratulatory remarks to honorees and guests during the 2014 NAESP National Distinguished Principal (NDP) celebration in Washington, D.C. "The difference strong leadership makes [in schools] is extraordinary," he said. He went on to tout the country's higher graduation rate, but stressed that schools have to be vigilant about closing achievement gaps. "Our kids are as smart as any in the world; we just have to level the playing field for them," he said.
A photo taken at a break-out session during NAESP's annual conference circa 2000s.
NAESP's sixth Executive Director, Gail Connelly, served from 2007-2017.
Engraved Timeline of NAESP milestones for the past 100 years.
In 2019, NAESP partnered with The School Superintendents Association (AASA) to provide a year long blended learning opportunity for aspiring leaders, assistant principals, and early career principals in need of additional support as they transition to the principal position. The program's goal and objective is to bolster the effectiveness and preparation of aspiring principals across the nation.
The digital presence of NAESP has continued to grow as technologies have evolved. In 2021, the association is accessible via online communities such as Twitter, Facebook, Instagram, and LinkedIn. In response to the growing use of mobile devices, NAESP introduced its first mobile app in 2020.
In 2018, NAESP developed a new resource for administrators to strengthen bonds, build professional culture, and put to work the new research, best practices, and leadership strategies that are Principal magazine's hallmark; Leading Lessons helps practitioners take their learning into action and develop stronger leadership teams. This turn-key tool can be used as a professional guide with assistant principals, teacher leaders, or an entire school staff. In this issue, you'll find out how to share leadership among teams to solve problems, how to exercise and encourage autonomy within a framework for improvement, and how to mine data for insights into student and school progress.
In 2018, NAESP celebrated its 10th annual Community Service Day in Orlando, FL. In partnership with playground equipment manufacturer Landscape Structures, Community Service Day offers NAESP conference attendees an opportunity to make a difference through service projects that improve local schools.
Developed in 2018, ThePrincipal's Guide to Building Culturally Responsive Schools presents recommendations for four leadership competencies that are meant to guide school leaders in their work to ensure equity for all students. The guide was developed by the NAESP Diversity Task Force, which was established to examine and identify effective practices that promote positive student outcomes through policy and practice recommendations.
Detailed in a March 2020 press release, NAESP conducted a nationwide survey of principals in response to the COVID-19 pandemic to gather more information about what's happening on the ground in schools, how principals are responding, and what additional resources they will need going forward. The results are clear: schools need additional resources to provide distance learning and to address gaps in education technology access. The ripple effect of school closures left principals and their teams working around the clock to support school staff, implement digital learning procedures, and provide student meal pick-ups and delivery.
In 1973, NAESP formalized its disaffiliation from the National Education Association (NEA) and adopted a new set of bylaws that provide for a delegate assembly and a board of directors elected by geographic zones. The board reviews the zone composition every five years to ensure to the extent possible an equitable representation of principals within zones. Today, NAESP's membership is divided into nine electoral zones that represent the principals within those areas. Per the NAESP Bylaws, the board of directors is led by the board officers: the president, president-elect, and vice president, who are elected by the national membership. Also on the board, a director from each of the nine membership zones is elected by the eligible members within that zone. The board may elect up to two at-large directors to represent the special needs of the association's membership at that time. Finally, the executive director serves as an ex-officio (non-voting) member of the board.
The May/June 2019 issue of Principal magazine highlighted the importance of assessment and feedback, and provided strategies on how to improve teaching and learning.
Recipients of NAESP's National Distinguished Principal Award are honored with both a personalized engraved bell and framed certificate during their recognition ceremony. Established in 1984, the NDP program recognizes public and private school principals who make superior contributions to their schools and communities.
This logo was created in celebration of NAESP's 100th anniversary.
Established in 2014, NAESP's National Panel of New Principals surveys its participants quarterly on hot topic areas that early career principals face. The resulting newsletter, New Principal Connection, summarizes those results and informs NAESP on its development of future resources. The September/October 2018 issue had a "Back to School" theme and asked early career principals what they hope to accomplish in the upcoming school year.
NAESP celebrates its centennial anniversary at the 2021 NAESP Pre-K-8 Principals Conference in Chicago, IL.
NAESP's seventh Executive Director, L. Earl Franks, Ed.D., CAE, took position in July 2017.
The November/December 2017 issue of Principal magazine highlighted the new direction schools are taking with literacy instruction.
Established in 1983 by the U.S. Department of Education, in partnership with NAESP and the National Association of Secondary School Principals (NASSP), the President's Education Awards Program (PEAP) honors students who have achieved high academic goals through hard work and dedication to learning. The program provides an embossed certificate signed by the President and Secretary of Education, accompanied by a congratulatory letter also signed by the President, at no cost.
The American Student Council Association (ASCA), founded in 1987, is the leading resource for elementary school student councils. As a member of ASCA, councils are provided with information on how to run a council; have access to a project database full of ideas for fun and engagement; receive discounts on products and services; and can be recognized as a recipient of the Student Council School of Excellence Award.
Detailed in a July 2018 press release, The American Society of Association Executives (ASAE) awarded the National Association of Elementary School Principal's Pre-K-3 Leadership Academy with a 2018 "Power of A" Silver Award for innovative programs and activities that positively impact America and the world. Established in 2017, NAESP's Pre-K-3 Leadership Academy is the first national, evidence-based, blended-learning program to provide principals and program directors that serve pre-K through grade 3 students with next-generation professional learning support.
Principal Insights (formerly Before the Bell) is NAESP's twice-weekly news brief designed to provide the perfect mix of stories to keep principals both informed and equipped to lead their school.
Engraved list of NAESP Presidents for the past 100 years.
Established in 1984, NAESP's National Distinguished Principal ® (NDP) program was the first to recognize elementary and middle level principals who set high standards for instruction, student achievement, character, and climate for the students, families, and staffs in their learning communities. The program was based on three fundamental ideas:
1. Children's attitudes towards learning and their perceptions of themselves as lifelong learners are established in the beginning school years.
2. The scope and quality of children's educational experiences are determined primarily by the school principal, who establishes, through the important work of teachers and the support of caring parents, the character of a particular school's program.
3. The dedication and enthusiasm of the outstanding principals who guide children's early education experiences should be acknowledged to both show appreciation for their work as well as to allow them to serve as models for others in the field.
NAESP's National Outstanding Assistant Principal (NOAP) program promotes educational excellence for pre-kindergarten through eighth grade (Pre-K-8) schooling and calls attention to the fundamental importance of the assistant principal. The program recognizes elementary and middle level assistant principals who set high standards for instruction, student achievement, character, and climate for the students, families, and staffs in their learning communities.
Established in 1983, the National Blue Ribbon Schools program recognizes public and private elementary, middle, and high schools based on their overall academic excellence or their progress in closing achievement gaps among student subgroups. Every year, the U.S. Department of Education seeks out and celebrates great American schools, schools demonstrating that all students can achieve to high levels. In conjunction with NBRS, NAESP partners with the U.S. Department of Education for the Terrel H. Bell Award, recognizing outstanding school leaders and the vital role they play in guiding students and schools to excellence, frequently under challenging circumstances.
The mission of the National Association of Elementary School Principals (NAESP) is "to lead in the advocacy and support for elementary and middle level principals and other education leaders in their commitment for all children."
In recognition of their leadership and service to NAESP, board members are presented with a custom lapel pin at the start of their term on the board.
NAESP lapel pins are proudly worn by association members and staff.
NAESP Proud to be a Principal lapel pins are provided to members in support of their contributions to the profession and their dedication to education.
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