Performance Assessment for Principal Licensure: Opportunities, Challenges, and Early Findings

• In Event: 26.080 - Roundtable Session 8
  In Roundtable Session: 26.080-3 - State Policies Around Leadership Preparation, Licensure, and Accreditation

Abstract

This paper explores the opportunities, challenges and early outcomes of performance-based assessments to evaluate candidates seeking principal licensure in one state. Until now, there has been little empirical work on performance assessment for principal licensure. One state is currently mid-way through a performance assessment development process having undertaken the design and pilot testing phases for four standards-based performance assessment tasks. The results of these two phases demonstrate the relevance and feasibility of school leader performance assessment tasks and a system of evaluation for differentiating candidates’ leadership knowledge and skills. The findings underscore the critical role of communication and development of field readiness to stress the conceptual shift undergirding performance assessment generally and its utility in preparing and selecting school leaders.

Authors

• Margaret Terry Orr, Bank Street College of Education

• Raymond Lee Pecheone, Stanford University

• Joseph F. Murphy, Vanderbilt University

• Jon D. Snyder, Stanford University

• Barbara Q. Beaudin, Independent Consultant

• Liz Hollingworth, University of Iowa

• Joan L. Buttram, University of Delaware