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From Frenzied to Focused: How School Staffing Models Can Support Principals as Instructional Leaders

 

How can school systems make principals’ roles more manageable while also ensuring that teachers are receiving the support they need to continue improving classroom instruction for their students? A new paper from New America’s PreK-12 Education Policy program, From Frenzied to Focused: How School Staffing Models Can Support Principals as Instructional Leaders, explores approaches to solving this dilemma by examining three public school districts which employ promising, yet varied, “new school leadership” (NSL) models with a goal of bolstering principals’ ability to focus on instructional leadership, including supporting teachers’ classroom practice.