When Learning Counts: Rethinking Licenses for School Leaders

This Wallace Foundation report seeks to provide an answer to whether licenses that states require for school principals cover the skills and knowledge to promote student learning. And, if not, what policy framework would allow educators, lawmakers, and others rethink principal licenses? The investigation finds that licenses don’t reflect a learning focus and that licensing requirements across states are unbalanced and misaligned with today’s ambitions for school leaders.