Leadership Preparation with Dr. Marjorie Wechsler

In this episode of In the Lead with UCEA, Executive Director Dr. Mónica Byrne-Jiménez talks with Dr. Marjorie Wechsler, the Principal Research Manager at the Learning Policy Institute, about the report she was co-author on, ‘Developing Effective Principals: What Kind of Learning Matters?,’ and the importance of high-quality learning for principal preparation and professional development. 

With over 30 years of experience in policy research, Marjorie details the genesis and key findings of a report sponsored by the Wallace Foundation that explores features of effective principal preparation, access to learning opportunities, and the role of policy at the state and local levels. Marjorie emphasizes the importance of applied learning, mentorship, and district partnerships in shaping competent school leaders who can drive student success.

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In the Lead with UCEA is produced by University FM.

Episode Quotes:

Having cohorts and networks can reduce the isolation that many principals face.

[12:06] Being a principal is not an easy job. Having someone to say, “You've got this. Yes, you struggled on that, but look at how well you did on that.” And just providing alternative perspectives. In the same way that mentors and experts are important, so is just having a cohort of other principals. Being in a cohort and in a principal preparation program or having a network of principals can really help principal learning, having professionals learn and grow together. Having a space to ask questions, admit challenges, learn from others who might have been through whatever it is that you're facing, [and] try out ideas, and also, cohorts. Particularly, for practicing principals, cohorts and networks can reduce that isolation that many principals may face.

Why having a good relationship between preparation programs and the district is very important.

[14:39] Dr. Mónica Byrne-Jiménez: In order to have authentic experiences in a preparation program, you have to have an authentic relationship with the district. And it needs to be in alignment in what is a high-quality learning opportunity, as well as what is high-quality practice. And so, it makes a lot of sense that you have to align the program, the relationships, and the opportunities in order for aspiring principals to go through a really enriching experience. I think that's really important. And I think, as a result of that, we saw a lot more district partnerships, some district preparation research, partnerships with districts. But the heightened need and understanding of and to use your language, we're still in the same ecosystem here, right? So, we need to be in communication with each other.

[15:26] Marjorie Wechsler : Yeah. Absolutely. And also, having those strong relationships allows the districts to know that the principals who are coming out of these programs understand the district and it allows them to say, “Hey, this is really important. Here are our students. And we have found that our most successful principals know these areas very well.” So, both the district and the programs share an investment, a motivation for developing these principles as well as they can be developed.

Marjorie talks about some of the recommendations coming out of the research

[22:53]: Having paid internships or residencies can open up really good learning opportunities

for some of the most promising candidates, and not just those who can afford a program. This is just one of several examples, but North Carolina has a state Principal Fellows Program, which provides scholarships to individuals who are looking to get their master's degree in school administration and work as a North Carolina public schools. The first year, they get a stipend, which pays for tuition and books and living expenses while they can study full time. And then the second year, they receive the salary of a first-year assistant principal, as well as an educational stipend, so they can do that full-year internship, they can afford it, working under the mentorship of a veteran principal. And in return, they work four years in a North Carolina public school. So it's win-win: high-quality preparation, and then the public schools have this well-developed principal.

Show Links:

Recommended Resources:

• Developing Effective Principals: What Kind of Learning Matters?

Guest Profile:

• Profile at Learning Policy Institute