Early-Career Principal Induction: Lessons Learned and Implications for Policy

• In Event: Roundtable Session 17
  In Roundtable Session: The Dynamics of Context and Content in Induction

Abstract

The principal is second only to classroom teachers regarding influence on student achievement. Given the significant impact school leaders have on their schools with respect to student achievement, faculty professional development, and school/community relations, support for such leaders is indicated. While support and mentoring/coaching are indicated for early career school leaders, little research exists with respect to principal induction. What is known or assumed about principal induction is extrapolated from the research and practice of teacher induction. This research examines an early career principal residency program established as a partnership between a large, land grant university and the state educational leadership organization. Specifically, we present the structure and content of the program, lessons learned, and policy implications for such programs.

Authors

• April L. Peters, University of Georgia

• Walker Jackson Parish, University of Georgia