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September 13, 2018

New Report Highlights the Importance of the Role of Principal Supervisors

Given their increased time with principals, it becomes even more important that principal supervisors have the knowledge and skills to make the best use of that time.

August 23, 2018

New Report Connects Relicensure to Real Learning for Educators

Professional learning tied to relicensure should focus on student learning needs, say the authors of a report from New America.

February 15, 2018

How Systems Can Support High-Quality Curricula

System leaders and the system itself play a critical role in providing support and context for curriculum work.

October 19, 2017

Celebrating Principals and Their Powerful Leadership Practices

Let's celebrate principals for all they do to lead learning and create environments where students and teachers can flourish.

September 07, 2017

Honesty Takes Time, But It's Worth It

Honest assessment of teacher and principal practice has to be informed by a clear understanding of what it is we are measuring.

March 28, 2016

New Initiative to Redesign Principal Preparation Programs

The Wallace Foundation's five-year, $47 million initiative will help universities improve how they prepare future principals, especially for the nation's highest-need schools.

September 28, 2015

How Policy Can Strengthen the Principalship

A report from The Wallace Foundation highlights ways that policymakers can ensure that schools have excellent principals.

July 02, 2015

Is the School Principalship a Doable Job? It Depends

An initiative from The Wallace Foundation shows what districts can do to support school leaders.

April 20, 2015

Are You Learning Forward or Backward?

A forward learner engages in high-quality professional learning that improves practice and benefits students.

January 23, 2015

Uninterrupted Learning For All

Summer learning programs offer year-round benefits for teachers and students.

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The opinions expressed in Learning Forward's PD Watch are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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