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• Three school years after the start of the intervention, the authors did not detect statistically significant effects on student academic achievement, attendance, or on-time grade progression of offering or of fully participating in the EDP and paired coaching of novice middle school principals.
• The authors did, however, find effects on two school practices that the EDP teaches principals to do. The first is the school having a strategic plan, and the second is the personalization of student instruction. For both, the authors found large positive effects in which fully participating principals in the EDP and coaching reported agreement that was substantially higher than principals from the control group.
• A low proportion (35 percent) of the principals who were offered the EDP and coaching fully participated in both.
• Despite the low participation rates, those who did participate reported highly positive views of both the EDP and coaching. About seven in ten principals agreed "to a great extent" that the EDP helped them lead their school better, and more than eight in ten principals reported that they would recommend the EDP to another principal friend. Similarly, eight in ten principals agreed to a great extent that "my coach has helped me to improve my school."

In this report, part of a series on professional development for school principals, the authors analyze the effects of a large-scale implementation of the National Institute for School Leadership's (NISL's) Executive Development Program (EDP) and paired coaching for middle school principals in three states. The EDP is a widely used principal professional development program that previously has been shown to have a positive influence on student achievement outcomes. For this study, NISL-certified coaches offered at least 60 hours of one-on-one coaching to principals.

The implementation of the EDP and coaching spanned three states, 332 schools, and 118 school districts. The study examined the implementation of the EDP and coaching, the perceptions of participants, and the impacts of the professional development. The authors considered both the impacts of the offer of and the full participation in the EDP and coaching on student academic outcomes and on school practices, as measured by principal and teacher surveys.

• Chapter One

  Introduction

• Chapter Two

  Description of the Principal Professional Learning and Prior Research About Its Effectiveness

• Chapter Three

  Data, Methods, and Analytic Samples

• Chapter Four

  Results

• Chapter Five

  Discussion and Conclusion

• Appendix A

  Technical Appendix