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WCPSS details leadership pipeline programs launched with Wallace Foundation grant
Summary
Wake County Public School System staff outlined a multi‑tier leadership pipeline on Feb. 24, 2025, tracing programs started with a Wallace Foundation grant — internships, principal preparation with NC State, Wake AP cohorts, executive leadership coaches and simulations — and reporting early evidence of improved outcomes at some supported schools.
Wake County Public School System leaders presented an update on the district’s leadership pipeline during the Feb. 24, 2025 work session, describing a set of programs that began with a Wallace Foundation grant and that now include internships, an AP leadership cohort, new‑principal onboarding, novice principal coaching, executive leadership coaches (ELCs) for high‑need schools and simulation‑based training.
The presentation framed the work as an effort to expand principal and school leadership capacity because recent research — and district experience — shows school leadership has a measurable impact on student achievement systemwide. Staff described how the Wallace Foundation grant (2015‑2020) funded the redesign of a principal preparation partnership with NC State, leadership simulations, an executive coaching program and a leadership tracking system built with SAS. District staff said they have sustained many of those programs using local and federal funds, including Title II, after the Wallace grant ended.
What the programs do
- Internships and principal preparation: The district partners with NC State and other universities to place administrative interns in full‑ or part‑time internships. Human Resources reported more than 303 total internship participants since 2017 and a program of orientation, regular professional learning and mock interviews to prepare candidates for school leadership.
- Assistant principal supports and Wake AP Leadership Cohort: New assistant principals attend a two‑day onboarding and ongoing ‘‘discovery days’’ (topic‑based sessions). The Wake AP Leadership Cohort is a year‑long program (10 sessions) that covers principal standards and includes a capstone project; staff reported 150 cohort graduates to date and that about 40 program graduates have been hired as principals.
- New‑principal onboarding and coaching: New principals undergo a two‑day onboarding followed by subject‑specific ‘‘academy’’ sessions and a year‑long ‘‘power hour’’ series for timely topics. The district attaches a retired executive coach to first‑year principals for confidential, non‑evaluative coaching; staff said more than 45 principals have been served since 2022.
- Executive leadership coaches (ELCs): ELCs carry caseloads of high‑need or low‑performing schools and provide intensive, data‑driven support. Staff reported that 11 of 14 schools that exited low‑performing status in a recent year had ongoing ELC support (about 79% of exits), and that roughly 70% of schools with an ELC showed positive proficiency gains year over year.
- Simulations and SchoolSims: The district described a simulation program that began with in‑person actors in partnership with Syracuse and UNC and has since expanded into an online library via a district site license with SchoolSims. Presenters said simulations let leaders rehearse complex decisions in a low‑risk environment and noted extension modules for special education, equity and board relations.
Funding and partnerships
Presenters credited the Wallace Foundation grant (district figure cited as $5.6 million for 2015‑2020) with seeding programming that continues under local budgets and federal grants such as Title II. Partners named in the presentation included NC State, UNC Chapel Hill, RTI, Syracuse University, the Friday Institute and external consultants used for simulation and executive presence training.
Board questions and next steps
Board members asked about selection criteria for the AP cohort, program equity across regions and sustainability of funding. Staff described a competitive application process for cohort selection that includes letters of reference and external scoring (RTI participation was mentioned for independent scoring). Several board members requested clearer documentation of how programs are targeted to high‑need schools and asked staff to better publicize leadership opportunities for district educators. Staff said they will continue to refine outreach and to provide outcome data linking leadership supports to school performance where available.
Speakers who presented or contributed to the discussion included Mark Savage (ARIA/consultant), Cheryl Stidham (Human Resources), John Enns (area superintendent/lead), Deborah Clifton (Human Resources), Rob Epler, Jesse Hafner, Al Caspera (director, Data Research and Accountability) and Chief Ellis. The district said the leadership programs are iterative and that measurement of outcomes will continue to inform investment and scaling decisions.
