1. Develop Leadership Capacity: Assist LEAs with Supporting the professional growth of aspiring and current school leaders through targeted development programs, including mentorship, job-embedded learning experiences, and collaborative leadership opportunities. 2. Promote Equity-Driven Leadership: Supporting LEAs in developing leadership programs that emphasize equity-focused practices to address disparities in student outcomes, particularly in historically underserved schools and communities. 3. Foster a Sustainable Leadership Pipeline: Assist LEAs with establishing clear pathways for assistant principals and other emerging leaders to transition into principal roles, ensuring long-term sustainability and continuity in school leadership. 4. Support Implementation of Local Plans: Provide funding and guidance to LEAs for the successful implementation of their leadership development plans, including the alignment of roles, schedules, models, and compensation structures using the Wallace seven domains outlined in the Self-Study Guide as a resource. Domain I Leader Standards: Districts build principal pipelines with adopted standards of professional practice and performance to guide preparation, hiring and placement and evaluation and support. (PSEL). Domain II High Quality Pre-Service Principal Preparation: Pre-service principal preparation is provided by one or more of the following: university partner (s), nonprofit partner(s), and in-house district program(s). Domain III Selective Hiring & Placement of Principals: Districts use multi-stage selective hiring and placement practices to match principal candidates’ competencies with school needs. Domain IV On-the-Job Evaluation and Support: On-the-job evaluation and support for principals, especially novice principals, emphasizes ongoing support focused on leadership of instructional improvement. Domain V Principal Supervisors: Districts regard principal supervisors as pivotal levers in improving principal pipelines, and they invest in refining and supporting supervision to advance the districts’ visions for school leadership. Domain VI Leader Tracking Systems: Districts systematically gather and compile longitudinal data on aspiring and sitting principals so as to improve individual opportunities and pipeline management. Data systems and dashboards present decision makers with individual-level data (e.g., for placement decisions) and aggregate data (e.g., for feedback to preparation programs and for overall pipeline planning). Domain VII Systems and Sustainability: Districts have a strategic vision for their principal pipeline and have built the infrastructure to support and sustain their principal pipeline.
