Coaching works!

With a shortage of experienced principals, leadership turnover, and additional accountability, educational institutions need more than just an increased cadre of school leaders. Support must be provided to those in leadership positions to extend longevity, especially to principals in high poverty schools.

Consider this fact: "Replacing a below-average principal with an above-average principal would result in an additional 2.9 months of math learning and 2.7 months of reading learning each year for students" (Grissom et al., 2021, p. xiii). Over time, this is impactful.

Most principals report that they won't take the initiative to learn on their own. Leadership development is associated with school improvement and increased student achievement. Leadership coaching has a positive effect on changing the way principals think, believe, and act as they become more reflective (Darling-Hammond et al., 2022; Huggins et al., 2021; Klar et al., 2020).

When you reach the end of your rope, tie a knot in it, and hang on! ~ Franklin D. Roosevelt

Darling-Hammond, L., Wechsler, M. E., Levin, S., Leung-Gagne, M., & Tozer, S. (2022). Developing effective principals: What kind of learning matters? Learning Policy Institute. 

Grissom, J. A., Egalite, A. J., & Lindsay, C. A. (2021). How principals affect students and schools. Wallace Foundation.

Huggins, K.S., Klar, H.W. & Andreoli, P.M. (2021). "I thought I was prepared to do this”: An exploration of the learning and development of leadership coaches. International Journal of Mentoring and Coaching in Education, 10(4), 486-500.

Klar, H. W., Huggins, K. S., Andreoli, P. M. & Frederick C. Buskey, F. C. (2020). Developing Rural School Leaders Through Leadership Coaching: A Transformative Approach, Leadership and Policy in Schools, 19(4), 539-559.