Abstract
ABSTRACT We reviewed public documents to determine the extent to which U.S. state educational authorities facilitate induction for early career principals. We found that only about half of states require any form of principal induction. States commonly delegated induction to districts, but also involved professional associations and external providers. Findings suggest that most states recognize the importance of investing in principal leadership, but vary widely in their approaches to early career principal support. We discuss findings in light of states’ increasing adoption of policies that target principal performance.
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