New School Leader Collaborative

Problem of Practice

How do we provide intentional, ongoing, culturally specific supports for novice school leaders and their coaches that foster growth, efficacy, curiosity, reflection, adaptability, and teacher, student, and family advocacy in an always-evolving education landscape?

Research indicates that the average turnover rate for principals is 18% and 35% have been at their schools for less than two years, and principal turnover is higher in schools with high poverty rates. High principal turnover disrupts instructional consistency, lowers staff morale, and negatively impacts student achievement. Additionally, frequent leadership changes can erode trust between educators and administration, hinder the implementation of long-term school improvement initiatives, and contribute to teacher attrition. By cultivating and supporting consistent and strong leadership, this project aims to improve success, efficacy, and retention of novice school leaders and ultimately improve academic outcomes and sense of belonging for all students. 

Overview

This year-long professional learning series and community of practice is designed for new principals and assistant principals across the MCREN region. It aims to build the skills and capacity of new school leaders to navigate the evolving challenges of school leadership.