The main shortage encourages innovation in the hope of solutions

As school districts across the country grapple with teacher and principal shortages, innovative solutions are emerging in hopes of addressing the crisis. A recent survey conducted by the National Association of Secondary School Principals found that 38 percent of principals plan to leave within the next three years.

The KIPP charter school network implemented a program to help retain and train principals within their school district. The program aims to promote leadership within their network, providing real-world experience and mentoring to future directors.

Brittany Moore, an instructional leader at KIPP Tech Valley Primary Charter School in Albany, is pursuing another degree while enrolled in the KIPP Principal in Residence program, a two-year residency designed to prepare future principals.

“I’m currently working on my master’s degree and I’m almost done. But the skills I learn through a textbook really come to life through this program,” Moore said.

The program aims to develop a pipeline of leaders capable of taking on leadership roles within the KIPP network, providing participants with practical experience and mentoring opportunities.

“The program is really designed to have a pipeline of leaders so that if someone comes into a new school or moves up to the regional level, they move into a regional position. There is a strong candidate who is capable of taking over that school “, Moore explained.

Moore highlighted the program’s approach, comparing it to traditional routes into school leadership.

“Traditional public schools will require an advanced degree, a master’s degree, and testing to be certified to become a public school administrator. But this program really gives you the tools and allows you to get real-world experience of what it is you have to be a head of establishment,” she added.

Phiana Wilcox, a graduate of the program and now principal of the school, highlighted the program’s role in supporting and developing emerging educational leaders.

“Being able to grow and go from being a teacher to being a leader to leading the school has been a really rewarding process where I really get to see our kids and our teachers grow,” Wilcox said.

“Being able to talk to the principal right now to hear him say, ‘How did you do that?’ Because I would have never understood and just heard the steps and the mental and thought process that followed certain scenarios that you anticipate happening as a director but don’t always know what to do in those moments. And so the PIR program helps. you do both sides of the coin,” Wilcox added.

Applicants to the program must have at least 2 years of educational leadership experience. Successful candidates will be full-time members of their home school leadership teams, practicing the skills and competencies needed to lead high-performing schools. They may need to move to a new school to continue their growth and development.