About this Research Topic
According to the National Center of Education Statistics, 11% of public school principals left their positions during the 2021-22 academic year (Taie & Goldring, 2020). Because principal turnover negatively impacts student achievement (Grissom & Bartanen, 2019), succession planning is necessary to stem leadership shortages, support practicing leaders, and improve student outcomes (Fusarelli et. al, 2019). It is especially important for schools serving marginalized students in vulnerable educational contexts (Grissom & Bartanen, 2019; Peters, 2011; Peters et al., 2017).
Approximately 80% of US K-12 public school principals are white while student enrollment is becoming more racially and linguistically diverse (Taie & Goldring, 2020). Thus, succession planning must also intentionally broaden access to leadership pathways, create specific resources and mentoring opportunities for principals of color and principals from other marginalized backgrounds, implement equity-focused practices that support student achievement, and foster organizational cultures that promote students’ access to adults from diverse backgrounds.
This Research Topic focuses on succession planning in educational leadership relative to the diversification of the principal workforce and the implementation of equity-oriented leadership practices. Succession planning for principals ensures continuity of leadership and prepares aspiring leaders (Peters, 2011; Peters et al., 2017). Thus, we conceptualize an equity-focused leadership development framework that attends to leaders’ pre- and in-service needs and the cultural contexts that support and empower them. The first framework element, Academic Training and Development, includes leadership certification programs that offer clinical experiences where aspiring school leaders can explore (often through supportive and scaffolded experiences) the rigors and responsibilities of the job of school leadership. Coaching and Career Support, the second element, includes professional development and mentoring, particularly for novice and/or early career educational leaders. This includes mentoring and on-the-job training, residencies, principal internships, and other activities. The third element, a district’s Organizational Context, can support or hinder learning, support, and capacity-building for aspiring and early career leaders. Including organizational contexts helps us understand how districts can create inclusive environments that encourage principals to thrive (particularly those from marginalized backgrounds) and to implement equity-focused practices in support of students.
We welcome qualitative, quantitative, mixed methods, and conceptual manuscripts that address one or more of the framework elements. We are especially interested in manuscripts co-authored with practitioners. While not exhaustive, we ask authors to consider the following:
Academic Training and Development:
• How can clinical experiences in principal preparation programs be enhanced to advance equity-focused leadership practices?
Coaching and Career Support:
• What “host principal” qualifications ensure high-quality, equity-focused principal residency experiences?
• How can principal supervisors support early career leaders and/or advance equity-focused leadership practices?
• How can “Grow Your Own” programs support aspiring leaders from minoritized populations (including race, gender, sexual orientation, language, and disability)?
Organizational Contexts:
• What is preventing aspiring leaders of color from getting hired into principal positions?
• Who creates a district’s mission and vision for equity?
• How can integrated data systems support the advancement of assistant principals from marginalized backgrounds into principal roles?
• How do local and state policies affect principal diversification efforts and the implementation of equity-focused practices?
References:
Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the future: Leadership development and succession planning in education. Journal of Research on Leadership Education, 13(3), 286-313.
Grissom, Jason A., and Brendan Bartanen. "Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems." American Educational Research Journal 56.2 (2019): 514-555.
Peters, A. (2011). (Un)planned failure: Unsuccessful succession planning in an urban district. Journal of School Leadership, 21(1), 64-86.
Peters, A.L., Reed, L.C., & Kingsberry, F. (2017). Dynamic Leadership Succession: Strengthening urban principal succession planning. Urban Education. https://doi.org/10.1177/0042085916682575
Taie, S., & Goldring, R. (2020). Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017-18 National Teacher and Principal Survey. First Look. NCES 2020-142. National Center for Education Statistics.
Approximately 80% of US K-12 public school principals are white while student enrollment is becoming more racially and linguistically diverse (Taie & Goldring, 2020). Thus, succession planning must also intentionally broaden access to leadership pathways, create specific resources and mentoring opportunities for principals of color and principals from other marginalized backgrounds, implement equity-focused practices that support student achievement, and foster organizational cultures that promote students’ access to adults from diverse backgrounds.
This Research Topic focuses on succession planning in educational leadership relative to the diversification of the principal workforce and the implementation of equity-oriented leadership practices. Succession planning for principals ensures continuity of leadership and prepares aspiring leaders (Peters, 2011; Peters et al., 2017). Thus, we conceptualize an equity-focused leadership development framework that attends to leaders’ pre- and in-service needs and the cultural contexts that support and empower them. The first framework element, Academic Training and Development, includes leadership certification programs that offer clinical experiences where aspiring school leaders can explore (often through supportive and scaffolded experiences) the rigors and responsibilities of the job of school leadership. Coaching and Career Support, the second element, includes professional development and mentoring, particularly for novice and/or early career educational leaders. This includes mentoring and on-the-job training, residencies, principal internships, and other activities. The third element, a district’s Organizational Context, can support or hinder learning, support, and capacity-building for aspiring and early career leaders. Including organizational contexts helps us understand how districts can create inclusive environments that encourage principals to thrive (particularly those from marginalized backgrounds) and to implement equity-focused practices in support of students.
We welcome qualitative, quantitative, mixed methods, and conceptual manuscripts that address one or more of the framework elements. We are especially interested in manuscripts co-authored with practitioners. While not exhaustive, we ask authors to consider the following:
Academic Training and Development:
• How can clinical experiences in principal preparation programs be enhanced to advance equity-focused leadership practices?
Coaching and Career Support:
• What “host principal” qualifications ensure high-quality, equity-focused principal residency experiences?
• How can principal supervisors support early career leaders and/or advance equity-focused leadership practices?
• How can “Grow Your Own” programs support aspiring leaders from minoritized populations (including race, gender, sexual orientation, language, and disability)?
Organizational Contexts:
• What is preventing aspiring leaders of color from getting hired into principal positions?
• Who creates a district’s mission and vision for equity?
• How can integrated data systems support the advancement of assistant principals from marginalized backgrounds into principal roles?
• How do local and state policies affect principal diversification efforts and the implementation of equity-focused practices?
References:
Fusarelli, B. C., Fusarelli, L. D., & Riddick, F. (2018). Planning for the future: Leadership development and succession planning in education. Journal of Research on Leadership Education, 13(3), 286-313.
Grissom, Jason A., and Brendan Bartanen. "Strategic retention: Principal effectiveness and teacher turnover in multiple-measure teacher evaluation systems." American Educational Research Journal 56.2 (2019): 514-555.
Peters, A. (2011). (Un)planned failure: Unsuccessful succession planning in an urban district. Journal of School Leadership, 21(1), 64-86.
Peters, A.L., Reed, L.C., & Kingsberry, F. (2017). Dynamic Leadership Succession: Strengthening urban principal succession planning. Urban Education. https://doi.org/10.1177/0042085916682575
Taie, S., & Goldring, R. (2020). Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017-18 National Teacher and Principal Survey. First Look. NCES 2020-142. National Center for Education Statistics.
Keywords: Principalship, Succession Planning, Student Achievement, Principals of Color, Equity-Oriented Leadership
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
