ERIC Number: ED616663
Record Type: Non-Journal
Publication Date: 2021-Nov
Pages: 93
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Does Principal Professional Development Improve Schooling Outcomes? Evidence from Pennsylvania's Inspired Leadership Induction Program. EdWorkingPaper No. 19-190
Steinberg, Matthew P.; Yang, Haisheng
Annenberg Institute for School Reform at Brown University
Principals shape the academic setting of schools. Yet, there is limited evidence on whether principal professional development improves schooling outcomes. Beginning in 2008-09, Pennsylvania's Inspired Leadership (PIL) induction program required that newly hired principals complete targeted in-service professional development tied to newly established state leadership standards within five years of employment. Using panel data on all Pennsylvania students, teachers, and principals, we leverage variation in the timing of PIL induction across principal-school cells and employ difference-in-differences and event study strategies to estimate the impact of PIL induction on teacher and student outcomes. We find that PIL induction increased student math achievement through improvements in teacher effectiveness, and that the effects of PIL induction on teacher effectiveness were concentrated among the most economically disadvantaged and urban schools in Pennsylvania. Principal professional development had the greatest impact on teacher effectiveness when principals completed PIL induction during their first two years in the principalship. We also find evidence that teacher turnover declined in the years following the completion of PIL induction. We discuss the implications of our findings for principal induction efforts.
Descriptors: Professional Development, Leadership Training, Beginning Principals, Program Effectiveness, Mathematics Achievement, Achievement Gains, Teacher Effectiveness, Institutional Characteristics, Disadvantaged Schools, Urban Schools, Labor Turnover, Teacher Persistence, Elementary Secondary Education, Educational Legislation, Federal Legislation, Administrator Effectiveness, Student Characteristics, Teacher Characteristics
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Annenberg Institute for School Reform at Brown University
Identifiers - Location: Pennsylvania
Identifiers - Laws, Policies, & Programs: Every Student Succeeds Act 2015
Grant or Contract Numbers: N/A