TY  - BOOK
AU  - Hamilton,Laura S.
AU  - Engberg,John
AU  - Steiner,Elizabeth D.
AU  - Nelson,Catherine Awsumb
AU  - Yuan,Kun
ED  - RAND Education (Institute)
ED  - Rand Corporation.
ED  - Public Schools (Pittsburgh, Pa.)
TI  - Improving school leadership through support, evaluation, and incentives: the Pittsburgh Principal Incentive Program 
SN  - 0833076175 (pbk. : alk. paper)
AV  - LB2822.83.P43 I67 2012
PY  - 2012///
CY  - Santa Monica, CA
PB  - RAND
KW  - Educational change
KW  - Pennsylvania
KW  - Pittsburgh
KW  - Case studies
KW  - Educational leadership
KW  - School improvement programs
KW  - School principals
N1  - "RAND Education."; Includes bibliographical references; Introduction -- Data Sources and Analytic Approach -- District Context and Pittsburgh Principal Incentive Program Theory of Action -- Capacity-Building Interventions -- Principals’ Leadership Practices, Principals’ Skills, and School- and Classroom-Level Responses to the Pittsburgh Principal Incentive Program -- Principals’ Performance on Rubric and Achievement Measures -- Student Achievement Trends -- Key Findings and Recommendations; Also available on the internet via WWW in PDF format
N2  - In 2007, the Pittsburgh Public Schools (PPS) received funding from the U.S. Department of Education’s Teacher Incentive Fund (TIF) program to implement the Pittsburgh Urban Leadership System for Excellence (PULSE), a set of reforms designed to improve the quality of school leadership throughout the district. A major component of PULSE is the Pittsburgh Principal Incentive Program (PPIP), a system of support, performance-based evaluation, and compensation with two major components: (1) an annual opportunity for a permanent salary increase of up to $2,000 based primarily on principals’ performance on a rubric that is administered by assistant superintendents and that measures practices in several areas and (2) an annual bonus of up to $10,000 based primarily on student achievement growth. The district also offered bonuses to principals who took positions in high-need schools. PPIP provided principals with several forms of support. This report examines implementation and outcomes from school years 2007–2008 through 2010–2011, with a focus on understanding how principals and other school staff have responded to the reforms, and on documenting the student achievement outcomes that accompanied program implementation
UR  - http://www.rand.org/pubs/monographs/MG1223.html
ER  -