Teacher and Leadership Pathways
ACSA believes leadership pathways must include preparation, induction and ongoing professional development and support. States, not the federal government, must define high quality professional development in all phases of teacher and leadership pathways by applying broad goals and principles that are researched-based and consensus driven. Funding flexibility is critical to the success of locally determined professional development support systems. No two school districts or schools are alike for purposes of supporting teachers and leaders even if common principles are embraced. Title I and Title II federal funding should form the foundation for sustained, ongoing professional development for teachers and leaders to implement the goals of ESEA, however states should utilize other federal and state sources such as competitive grants to support teachers and leaders.
Into the Leadership Profession – Preparation and Induction
ACSA affirms and supports the purpose of California’s two-tiered system for licensing administrators. The first-tier credential is for the Preliminary Administrative Services Credential and is valid for five years while the new administrator works in a school. The second-tier credential, the Professional Clear Administrative Services Credential is completed while working under a preliminary credential. ACSA believes that induction of principals and other leaders must reach beyond the phase of obtaining a credential but must also be imbedded into new positions held by leaders at all phases of employment. The federal and state government can assist in the preparation and induction of leaders by imbedding induction within and during all phases of leadership.
Formal Structured Induction Program for Leaders
To strengthen the induction stage in California’s principal and leader workforce as well as integrate induction into all aspects of ESEA leadership pathways, ACSA recommends that ESEA and state reforms include the following:
Establish clear, standards-based goals for induction programs. Goals should be focused on the leadership required to improve teaching and learning, and should be widely accepted by those providing services and support.
Work with school districts to adopt or adapt research-based models of effective induction and to exchange best practices with other districts.
Ensure that induction programs including coaching for new principals last for at least a year and, ideally for two or more years.
Require high standards for state and district coaching programs, including a rigorous recruiting effort to ensure that coaches are of the highest quality.
Collect data about the effects of coaching on developing effective, instructionally focused leaders.
Commit federal, state and local funding to sustain long-term induction activities and programs that maximize support for new principals and leaders and provide incentives to engage high-quality coaches and to ensure research is results based.
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