Giving Compass' Take:

• Marta W. Aldrich discusses research from Vanderbilt University and Mathematica Policy Research indicating that coaching principals results in benefits for students, teachers, and schools. 

• How can funders help create the coaching and mentoring programs that will most benefit principals and schools?

• Learn about School Leader Recruitment and Support, the K-12 program that was cut in the 2017 federal spending bill.

Gary Hughes remembers rolling his eyes last year after learning that Nashville’s new school superintendent was completely revamping the way principals like himself would be supervised.

After all, as a 10-year school administrator, Hughes thought he had done just fine under the previous system. Occasional drop-in visits from central office personnel found that his school was in compliance with all district rules and regulations.

But beginning last fall, his new supervisor, Craig Hammond, began coming to J.T. Moore Middle School for about a half day every other week — visiting classrooms with Hughes, reviewing student achievement data together, and talking through ways to support individual teachers.

This month, as he began his second year under the new supervisory model, Hughes feels “transformed” as a school leader. He also believes that what he’s learning in collaboration with Hammond is trickling down to improve the quality of instruction in classrooms at J.T. Moore.

Hughes’ experience mirrors the findings of the first three years of a four-year study into the role of those who supervise school principals. The research, by Vanderbilt University and Mathematica Policy Research, suggests that radically changing the job description of such supervisors to emphasize coaching and mentoring instead of operations and administration could refocus school communities on improving student achievement, retaining more teachers, and strengthening school climate.

Read the full article about coaching principals by Marta W. Aldrich at Chalkbeat.