Across the United States and globally, school districts are
regularly facing a shortage of both willing and highlyqualified
candidates to assume positions as school leaders. A number of
factors have contributed to this shortage including but not limited
to: (1) retiring baby boomers leaving P-12 schools (ex. Aaronson
& Meckel, 2009; Carlson, 2004; Parylo & Zepeda, 2015;
Wiedmer, 2015), (2) shifting demographics and population changes
across the United States workforce and schools (ex. Betts, Urias,
& Betts, 2009; Brimley, Garfield, & Verstegen, 2005; Brown,
2016; Miller & Martin, 2015; Mordechay & Orfield, 2017),
(3) increasing demands for school administrators making the
position less desirable (ex. Grissom, Loeb, & Mitani, 2015;
Lortie, 2009; Norton, 2002; Yan, 2019), and (4) the shift of
schools to 21st Century Learning centers, which have changed the
role of school administrators (ex. Crow, Hausman, & Scribner,
2002; Huber, 2014). According to the National Bureau of Labor
Statistics, the current demand for school principals continues to
increase (Occupational Outlook Handbook, 2019) and will accelerate
in the coming 10-20 years. Because of the high need for school
administrators, many schools and school districts are creating
unique, targeted, and innovative programs to find principals who
can meet the changing needs in our school system.
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