HD14 - Interim Report of the Commission to Review, Study and Reform Educational Leadership


Executive Summary:
[See also interim report -- HD 4, 2004 and Final report - HD 16, 2005]

Adopted by the 2002 Session of the General Assembly, HJR 29/SJR 58 established a two-year, 21-member commission to "review, study and reform educational leadership." The General Assembly assigned the HJR 20/SJR 58 commission a number of responsibilities, specifically, to "(i) evaluate the policy environment for educational leadership; (ii) propose necessary statutory amendments or changes based on research, surveys, analysis and review of pertinent laws, guidelines, policies, regulations and practices; (iii) communicate regularly to the Board of Education any relevant findings with recommendations for needed regulatory action; and (iv) provide a forum for educational leaders to report to the commission the challenges of, and impact on, their work."

The resolution contemplated five meetings in each year of the study. The commission was to submit an interim report of its findings and recommendations to the Governor and the 2003 Session of the General Assembly, and is to complete its work by November 30, 2003, and submit its final written findings and recommendations to the 2004 Session of the General Assembly.

Consistent with its legislative directive, the Commission met five times in 2002, receiving testimony from school administrators, education experts, and representatives of state and national education organizations.

Education Leadership in Public Schools Nationwide

While experts agree that these educational leaders are vital to the success of public education, there is also a perceived shortage of educators willing to undertake the calling of principal or division superintendent. Reports of pending retirements, increased turnovers, and decreased numbers of applications have prompted education policymakers to examine compensation, paid internships, training programs, and other recruitment and retention strategies. Additional school administrator recruitment and retention concerns include improving women and minority representation, increasing compensation, enhancing the "manageability" of the principalship through potential job reorganization; and providing greater flexibility and autonomy.

Response to these challenges has varied across the country. Attractive compensation packages have been explored in some school divisions, while others have pursued the mentoring, internship, and apprenticeship initiatives. Also under review are administrator preparation and licensure requirements. Equipping school administrators to tackle the evolving issues through professional development opportunities may also bolster retention efforts. Leadership "academies" have been developed in half the states, providing a variety of learning opportunities for principals, teachers, and superintendents.

Professional education organizations have also explored ways to improve school leadership in recent years. In January, 2002, the State Action for Education Leadership Project (SAELP) provided three-year grants of $250,000 each to 15 states--including Virginia--to support research and policy development to aid the preparation of principals and superintendents. Virginia Commonwealth University's Commonwealth Educational Policy Institute (CEPI), on behalf of the Virginia Department of Education, was awarded Virginia's SAELP grant, and subsequently recommended the creation of the HJR 20/SJR 58 Commission.

Recommendations

The Commission makes the following recommendations:

Recommendation 1: That the Board of Education, by October 1, 2003, examine and revise its administrative licensure requirements to ensure alignment with the evaluation criteria for principals, administrators, and central office instructional personnel as set forth in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators and Superintendents.

Recommendation 2: That the Board of Education and the State Council of Higher Education coordinate to ensure that the performance and leadership standards described in the Board's Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents are reflected in preparation and training programs for principals and superintendents in institutions of higher education.

Recommendation 3: That the Board of Education and the State Council of Higher Education develop guidelines for mentorships for administrators within approved administrator training programs.

Recommendation 4: That approved higher education programs, in collaboration with school divisions, develop and implement models for internships for aspiring principals and assistant principals.

Recommendation 5: That the Board of Education review its regulations as may be necessary to incorporate an alternative licensure routes for principals and assistant principals that recognizes the various and particular skills required for the particular functions of such positions as well as potential alternative sources of training for such licensure.

Recommendation 6: That, recognizing that personnel decisions such as hiring and termination of personnel are administrative, not policy, decisions, Article VIII, Section 7, of the Virginia Constitution be amended to authorize the General Assembly to provide by law for the delegation of school board authority over the hiring and termination of instructional personnel.