Mission
In 2008-09 the Stanford School of Education inaugurated a fellows program designed to challenge and strengthen exceptional, early career principals. The goal: principals with the knowledge, skills and vision to lead equitable, transformational schools where all children can succeed and thrive.

Overview
The year-long program features intensive retreats and monthly working seminars where participants investigate the challenges of 21st century school leadership and the skills required to meet them. The work centers on instructional leadership.

Fellows are nominated from invited districts characterized by diversity, strong leadership, commitment to principal development, and a relentless focus on instructional improvement and equity. Nominees should be early-career, secondary principals who are:

• Promising leaders, with demonstrated management competence
• Curious and reflective learners
• Value-centered: democratic, inclusive, focused on social justice
• Able to serve as critical friend, coach, or mentor
• Interested in shaping the future design of the Principal Fellows Program

(Note: The program currently serves Fellows from secondary schools; later cohorts will develop to include elementary leaders as well.)

Because innovative leaders need support from both peers and central office, participating districts are invited to nominate at least two principals for Fellows appointments. District superintendents, or their deputies, convene quarterly with expert colleagues to address the ways they coach, challenge and support leadership development within their systems.

Program Focus

Fellows work individually and together to:

• Apply instructional and leadership theory to the challenges of daily practice.
• Closely assess the linkage of site decisions to student achievement.
• Strengthen school culture and capacity for continuous learning.
• Focus strong, shared site leadership on classroom improvement.
• Achieve specific improvement in teaching/learning results, seeking and using evidence that indicates progress during the year.
• Create a leadership community based on mutual challenge and support.

Curriculum

Sessions offer faculty/guest presentations, case studies, reflective work, and focused time for problem-solving centered on site-specific challenges. Priority issues are defined by the Fellows to meet their specific needs. Major themes proposed include:

• The manager/leader challenge, including management of decision-making, resources, instruction and innovation.
• Entrepreneurial vision and action in the context of the education system.
• Instructional leadership and coaching to raise achievement for all students.
• Beyond the rhetoric: social justice and equity issues; strategies for results.
• Building strong teacher leadership for continuous school improvement
• Aligning resources to mission.
• Personal vision, balance, and growth.

Program Outcomes

Fellows select a significant instructional goal for focus throughout the year, defining the kinds of evidence that indicate real progress in achieving that goal. This focus, linking leadership practice to results, is intended to support strategic priorities already identified at school sites.

Impact is measured by the degree to which Fellows achieve their individual goals in key areas, such as: gains in academic achievement, attendance, behavior, and graduation rates; school cultures of high expectation, respect and accountability; teacher engagement, inquiry and collaborative learning; decisions that build capacity for innovation; and community engagement supporting school and student success.