Principal shortage in Maryland information sheet, [2006?]

Addressing the Critical Shortage of Highly Qualified Principals in the State of Maryland ЯЯЙч Maryland Leadership Succession Initiatives $ 1 .6 million, complemented by private funding, would enable MSDE to provide future and present school leaders with the following: • Cohorts/study circles for principals to participate in research and literature review and action research projects (200 per year) • Institutes for assistant principals, aspiring school leaders, and potential school leaders to assist them in developing the skills and knowledge necessary to be effective school administrators (800 per year) Leadership Development Schools in collaboration with colleges, universities and local school systems (45 per year) Regional strategy planning sites in collaboration with local school systems <.to»4*sign system specific professional development (45 per year) VA’’ Evidence of Need. I* August'^wT - The MarylancTSTSfeTBoard of Education declares the principalship a critical shortage area • Potential school administrators express reluctance to assume the responsibilities of school leadership • National Association of Secondary School Principals conducts a survey that indicates training in the skills and knowledge necessary to lead a school is ~ , w L one of the priorities of secondary principals Principals need training in new skills to address the expanding responsibilities of the principalship israTOS - The Maryland Stare Boa MSDE Leadership Development Initiatives MSDE presently has the capacity to train only a limited number of school leaders. All of the trainings are grounded in the following research based publications: • The Maryland Instructional Leadership Framework - Adopted by the Maryland State Board of Education - February, 2005 • The Leadership Succession Planning Guide for Maryland Schools - Published June, 2006 The trainings presently available for Maryland school principals are: • Maryland Principals’ Academy • Leadership Learning Series I: Using multiple data sources to improve classroom instruction • Leadership Learning Series II: Aligning all aspects of school culture to support student and adult learning • Leadership Learning Series III: Purposeful observation and evaluation of instruction