Administrator Effectiveness

Children Come First Series: Improved Equitable Early School Experiences

The Region 6 Comprehensive Center Network at University of North Carolina-Greensboro leads a project to ensure school policies, practices, and strategies for our youngest learners (PreK-3rd grade) encompass what research and data tell us is essential to their successful development and learning. As part of this project, the Center has published a series of short […]

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Leading Learning Communities: A Principal’s Guide to Early Learning and the Early Grades (Pre-K–3rd Grade)

The guide defines six competencies that guide elementary school principals to deepen their own knowledge related to Pre-K–3rd grade, and to reflect that knowledge through strong school leadership. This guide provides specific suggestions for principals to become more effective and visible leaders on behalf of young children. The National P-3 Center authored this guide, in

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At-Home Teaching and Learning in PreK-3rd Grade

This document provides specific guidance related to school districts’ and elementary schools’ supports for at-home learning across the primary grades (PreK-3rd grade). This is not a compilation of e-resources. Rather, this document provides guidance about how to best support at-home learning, focusing on two fundamentals of effective teaching and learning in the early grades: child

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Framework for Planning, Implementing, and Evaluating P-3 Approaches

This Framework anchors much of the work conducted by the National P-3 Center. It is designed to address key questions facing those who are developing and implementing comprehensive P-3 approaches in their school, district, or community. The Framework is divided into eight major “buckets” or categories of effort that require alignment within and between 0-5

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Building Cross-Sector P-3 Leaders: The Washington P-3 Executive Leadership Certificate Program

In 2012, the National P-3 Center embarked on an innovative endeavor to increase the capacity in local school districts and communities around the state of Washington to implement high-quality P-3 (Pre-school through 3rd grade) reforms. With generous funding from the Bill & Melinda Gates Foundation, in February 2014, the Washington P-3 Executive Leadership Certificate Program

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Framework in Action: Administrator Effectiveness

The Framework in Action series expands on the Framework for Planning, Implementing, and Evaluating P-3 Approaches and provides brief research reviews, practical strategies, and guidance for creating meaningful and tangible change in communities. Each Framework in Action corresponds with one of the eight buckets of alignment effort identified as essential to high-quality and comprehensive P-3

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Tradeoffs: Elementary Principals on Hiring and Staffing in the Early Grades

This brief presents the argument that while staffing and hiring decisions are complex and tradeoffs need to be considered, principals should be careful not to undervalue the early elementary grades, inclusive of PreK, because the foundational skills built in these years are imperative to students’ future success in school and in life.

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A False Dichotomy: Elementary Principals on Academics and Play

Research suggests that play, particularly up through 3rd grade, has become less prevalent in classrooms. The authors argue that with greater knowledge of child development and appropriate practices, principals would be more likely to understand that scaffolded play can and does lead to learning. In this brief, they conclude that principals who know best practices in

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Why Elementary School Principals Matter

In order for elementary school principals to be effective early education leaders, they must establish a PreK-3rd grade culture and continuum within their schools; build relationships with families and other community early education providers; and ensure effective, developmentally-appropriate teaching and assessment within their schools. Further, to ensure that principals are knowledgeable about the unique nature of

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