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THE  \nGRANITE SCHOOL DISTRICT  \nDECEMBER  \n2022  \nGuidebook Authors:  \nDr. Gina Ikemoto  \nResearch and Editing Support Provided by:  \nDr. Eva Chiang  \nAnn Clark  \nAlex Dowdy  \nJustine Taylor-Raymond  \nDr. Mikel Royal  \nAnne Wicks  \nSpecial thanks to the project team from Granite School District (Utah) for allowing us to showcase their work in this case study. They were joined in the George W. Bush School Leadership Initiative Cohort by teams from Austin Independent School District (Texas), Chesterfield County Public Schools (Virginia), and Fort Worth Independent School District (Texas) .  \nAbout the George W. Bush Institute:  \nThe George W. Bush Institute is a solution-oriented nonpartisan policy organization focused on ensuring opportunity for all, strengthening democracy, and advancing free societies. Housed within the George W. Bush Presidential Center, the Bush Institute is rooted in compassionate conservative values and committed to creating positive, meaningful, and lasting change at home and abroad. We utilize our unique platform and convening power to advance solutions to national and global issues of the day. Learn more [at bushcenter.org](at bushcenter.org).  \nWe are grateful for the continued generous support of the following: an anonymous donor, The AT&T Foundation, The BNSF Railway Foundation, Carstens Family Funds, CME Group Foundation, Mr. and Mrs. John W. Johnson, The Morris Foundation, Rainwater Charitable Foundation, and Sammons Enterprises, Inc.  \nIntroduction  \nThe role of school leader is increasingly complex, and the impact of the pandemic made these jobs almost impossible at times. Principal burnout is often high, and morale is often low. Retaining and supporting strong principals, who have a measurable impact on the success of their students, is a priority for the field.  \nThis case study describes how Granite School District used one strategy – transforming the principal supervisor role – to both improve principal skills and deepen these leaders’commitment to staying in their roles. Granite made a massive shift in the principal supervisor role from one focused on compliance to one focused on coaching. This case study describes the ideological and cultural shifts that were necessary – as well as the positive impact they had on both educators and students.  \nIncreasing numbers of school leaders are planning to leave the profession, in part due to the increased pressures of the COVID-19 pandemic. The National Association of Secondary School Principals predicts a “mass exodus of principals from our pre-K-12 schools” based on a nationally representative survey it administered in fall 2021. It found almost four out of 10 principals (38%) expected to leave the profession in the next three years.1  \nThe George W. Bush Institute found similarly concerning evidence in data collected from our four partner districts in the School Leadership Initiative Cohort, a five-year study of Principal Talent Management. Based on surveys of all four districts in fall 2021, close to a third (29%) of principals reported being likely to leave their jobs by the end of the school year (2021- 22) . When we asked this question before the advent of COVID-19, only 7% of principals said they were likely to leave their jobs by the end of the school year. In other words, a fifth of the principals in our partner districts want to leave because of the pandemic.  \nSchool leaders have a job that has become increasingly difficult over time. The average number of reported hours worked per week has steadily increased over the years to now measure 61 hours in 2018 from 56 hours in 2008 and 44 hours in 1928.2 In addition, the number and complexity of the responsibilities has increased, mirroring heightened expectations for schools to address more rigorous standards across more subjects, needs of the whole child (including social and emotional learning","cbCaihnUAeNssXck","https://ap.wps.com/l/cbCaihnUAeNssXck","pdf",395699,24,"English","# Introduction\n## Retention pressures and pandemic impacts\n## The principal role and expanding responsibilities\n## Why investing in principal support matters","[{\"question\":\"What strategy does the case study examine for supporting and retaining school leaders?\",\"answer\":\"The case study examines transforming the principal supervisor role into a coaching-focused approach to improve principal skills and retention commitment.\"},{\"question\":\"Why did principal retention become more challenging during the COVID-19 pandemic?\",\"answer\":\"Principals faced new responsibilities like contact tracing and facility changes, had to manage pivots between in-person and remote learning, and also dealt with crisis communication and increased emotional support needs.\"},{\"question\":\"How does the document argue that supporting principals benefits students and schools?\",\"answer\":\"It links principals to school improvement and student success, citing research that principals strongly influence learning conditions through instruction engagement, climate building, collaboration, and personnel and resource management.\"}]","Principal Supervision as a Strategy for Supporting and Retaining School Leaders - A Case Study of the Granite School District - December 2022 | PDF",1792052356]