Leadership Supports

Engagement Survey. The leadership program administrator guided data review conversations about how the data would be best utilized to make improvements in the future instruction and/or programming.

Planning

The leadership program administrator often reported preparing and planning for upcoming visits with principals. Like much of the support provided by the Institute, the type of planning varied based on the needs of the principal and school. She often provided support for instructional planning, discussing plans for instruction and family engagement during the summer, and how to best support the goals of the principal and school. Frequently noted by the administrator was how she provided support when planning for improved family inclusion and community outreach. Planning support was also noted after reviewing data, showing that she often reviewed data, then provided support for proper utilization.

Other Supports

The leadership program administrator often reported that she collaborated with principals regarding how to utilize Institute staff, such as the educational facilitator. The principals often shared with her that the additional support benefits their schools and families and expressed concern when the educational facilitators would not be present. Additional points of interest are found below in Table 2.

TABLE 2. | ADDITIONAL POINTS OF INTEREST

Goals

The leadership program administrator reported spending time with principals discussing goals. She often spent time facilitating the discussion of the principal’s individual goals, as well as goals for the whole school.

Relationship building The leadership program administrator often spent time building positive relationships with the principals she worked with.

Barriers and challenges The leadership program administrator also reported discussing the barriers and challenges principals face at their schools. Most notably, principals often shared that challenging student behaviors provided additional stress during the school year.

PRINCIPAL PERSPECTIVES

In the spring of 2022, evaluation partners at MMI conducted interviews with five principals from four school districts who have participated in the Superintendents’ Early Childhood Plan for a minimum of three years. The purpose of the interviews was to