Principal Supervisors' Work in Practice: Differentiating Support for Principal Learning

• In Event: Structures, Systems, and Practices of Districts

Abstract

Principal supervisors are now tasked with supporting and developing principals in a job-embedded, data-driven, and responsive manner. The effective engagement of the principal supervisor role increases the value of public education through improving school effectiveness, thus increasing equitable access to high-quality education experiences.

Honig (2012) has categorized the work that principal supervisors do with principals to support principal learning. In a study we are currently conducting of 12 principals and principal supervisor pairs, initial results reveal that principal supervisors vary in how they support principals. Current research on the principal supervisor role does not explore how principal supervisors differentiate their principal support. This study seeks to answer: How, and to what degrees, do principal supervisors differentiate their support to principals?

Authors

• Coleen V Reyes, The George Washington University

• Rebecca Ann Thessin, The George Washington University

• Tamilah Richardson, The George Washington University