City Schools updates board on principal pipeline, induction and growing internal leadership programs

Baltimore City Public Schools staff updated the board Feb. 11 on efforts to strengthen the principal pipeline, induction and coaching supports for early-career school leaders.

Tracy Frazier, director of Educator Pipelines and Induction, described an expanded set of programs: a City Schools residency for aspiring principals, a growing cohort of early-career assistant principals and principals supported by dedicated senior principal coaches, monthly induction and professional development called Talent Development Tuesday, and cross-office work on principal selection (the “CoLab”). Frazier said the department has increased coaching capacity and now supports first-, second- and third-year assistant principals and principals.

Outcomes and metrics presented by the team included a survey-based measure showing 64% of early-career principals increased student achievement in one or more district metrics (attendance, i-Ready math or reading, graduation rate, chronic absenteeism). Participant self-reports also showed high rates of perceived growth across leadership-framework domains: 91% instructional leadership growth, 91% talent development, 88% vision and engagement, and 83% strategic professional management.

Program elements described: - Summer induction (Cycle 0) with IRES (equity seminar) and orientation with cabinet members. - Talent Development Tuesday: monthly PD sessions and cohort work for years 1–3 assistant principals and principals. - One-on-one principal coaching and pipeline engagement visits (cross-office reviews of candidates in school settings). - Emerging Leaders and Resident Principal cohorts to create a bench of internal candidates; an inaugural City Schools residency cohort was launched this year.

A first-year assistant principal who spoke during the presentation, Brent Dawson of Edmondson Westside High School, described monthly coaching visits, peer networks developed through Talent Development Tuesday and tools for time management and wellness.

Challenges and next steps: Staff said assistant principals often work primarily in operations and discipline and need explicit opportunities to develop instructional leadership. The team is building a leader-tracking system, aligning with university partners (Towson and Morgan) to create early pipelines and targeting recruitment for secondary principal candidates, where the pool is nationally shallow. Sustainability was emphasized: staff seek to integrate pipeline practices into standard district operations and to allocate resources strategically to maintain programs beyond initial grant funding.

Speakers (presentation): - Tracy Frazier, Director, Educator Pipelines and Induction, Baltimore City Public Schools - Brent Dawson, Assistant Principal, Edmondson Westside High School (testimonial) - Dr. Durant (participating in oversight and comments)

Clarifying details: - Survey and self-reported leadership growth figures are internal measures reported by participants and the pipeline team. - The Wallace Foundation grant supported early pipeline development and remains a resource while staff plan for sustainability.

Provenance: Pipeline presentation began at 8460.22 and continued through Q&A and committee commentary around 9924.305.

Ending: District staff invited additional board engagement on recruitment and thanked partners; board members praised the work and requested follow-up on recruitment metrics, secondary principal pipelines and continuation plans.