Principal's Corner

Perspectives on Teaching and Learning in PreK-3rd Grade

Until recently, principals have been largely overlooked, with most education policy attention focused on improving teacher quality. Principals play an important role in supporting student achievement as instructional leaders.

Today, New America’s Early and Elementary Education Policy Program is releasing a series of briefs titled, Principal's Corner: Perspectives on Teaching and Learning in PreK-3rd Grade, that explore the role of elementary school principals as early education leaders. This series is based on focus groups of elementary school principals conducted in five U.S. cities.

The six briefs take a closer look at principals’ perceptions of what should take place in pre-K and early grade classrooms, while offering recommendations for states and school districts in regard to building principals’ expertise in this area. 

The focus group participants answered questions on the staffing and hiring of teachers, the transition between pre-K and kindergarten, student assessment, professional development, and the role of the principal. 

Our big takeaway is principals recognize that pre-K and the early grades are important, but feel they lack what they need to promote high-quality teaching during these years. As one Orlando principal explains, “since I taught fifth grade for so many years I don’t feel as comfortable giving advice to the kindergarten teachers the way I might with a new fifth grade teacher.” Multiple principals in our groups echoed this sentiment.

In the following briefs New America’s Early & Elementary Education team provide analysis of the participant responses:

In the final brief, Bringing It All Together: Elementary Principals are Key to Strong PreK-3rd Grade Classrooms, Bornfreund and Lieberman recommend the following four actions for states and school districts to better support elementary school principals:

  • States should incorporate early childhood education into principal preparation.
  • States and school districts should provide ongoing professional learning opportunities related to early education.
  • States and school districts should invest in opportunities to bring elementary school principals and center directors together.
  • States should take advantage of the Every Student Succeeds Act (ESSA) to support this work.

Forty-six educators from public and private schools and pre-K programs participated in the five focus groups convened by the FDR Group, a nonpartisan public opinion research firm. The focus groups took place in San Francisco, New York, Minneapolis, Austin and Orlando between February and April 2015.

ATTACHMENT:

Principal's Corner

Authors:

Aaron Loewenberg is a program associate with the Education Policy program at New America. He is a member of the  Early & Elementary Education team, where he provides research and analysis on policies that impact children from birth through third grade.

Shayna Cook is a policy analyst with the Education Policy program at New America. She is a member of the Learning Technologies project. Cook researches and reports on innovation in family engagement, new technologies, and digital equity issues concerning children from birth through third grade.

Laura Bornfreund is director of early & elementary education policy with the Education Policy program and co-director of the Family Centered Social Policy program at New America. She leads a team of writers and analysts working on new ideas for improving children’s birth-through-third grade learning experiences.

Abbie Lieberman is a policy analyst with the Education Policy program at New America. She is a member of the Early & Elementary Education Policy team, where she provides research and analysis on policies that impact children from birth through third grade