School leadership is one of the keys to making our schools stronger and giving every student the educational opportunities that prepare him to succeed. That’s why the Thomas B. Fordham Institute and the Center on Reinventing Public Education recently released A Policymaker’s Guide to Improving School Leadership for state policymakers and advocacy groups interested in improving school leadership policies.
Much attention has been focused on teacher effectiveness, but there has been too little discussion about the role that principals play in ensuring that educators have the support, tools, and working environment they need to provide high-quality instruction. Education advocates need to understand which state policies most impact principal quality and how they can strengthen or alter them to benefit schools.
As with any proposed reform, however, advocates are likely to encounter some pushback from institutions and individuals resistant to change. Yet many of the arguments against changing school leadership policies are not founded on a full understanding of the research and facts. What follows are rebuttals to five common justifications for maintaining the status quo.
1. Improving the principal training pipeline
Argument: It’s not clear that preparation programs are the problem. And even if they are, we can’t fix them by...