Developing school leaders' skills to ensure high-quality instruction in every classroom and high achievement for every student doesn't happen overnight. It takes time, intentionality, and a cohesive set of supports that are often referred to as a principal pipeline. Research shows that when all the pieces are in place, principal pipelines can lead…

The Institute of Teacher Education and Development (INTED) was founded in Accra, Ghana, in 2011, thanks to a fellowship from Stanford University. The institute is a nongovernmental organization whose objective is to improve learner outcomes by supporting the professional growth of educators. At the center of INTED's model is a professional…

Systems, structures, and practices perpetuate disparities because they reinforce barriers that sort and separate students based on assumed success or failure. When students are disadvantaged in this way, the implicit message is that their learning doesn't matter. The counterpoint to these discriminatory systems is an asset-based approach, which is…

Collective efficacy refers to the shared perceptions of educators that, through their combined efforts, they can "organize and execute the courses of action required to have a positive effect on students" (Goddard, Hoy, & Hoy, 2004, p. 4). Tschannen-Moran and Barr (2004) expand on this definition, describing collective efficacy as…

The Connecticut Center for School Change has been working for several years to provide timely, effective, research-based coaching to principals, particularly those who are new to their role in relatively low-performing schools and districts. The Center has been studying their efforts with the help of an expert external evaluator, and the Center…