It's a Rap

As schools across the country face crippling educator shortages, retaining qualified educators has become equally  as important as recruiting them. While many factors influence a teacher’s decision to stay or leave, one of the most impactful is school leadership. Principals play a central role in shaping the work environment, school culture, and support systems that directly affect teacher satisfaction and long-term commitment. The deeper the  work to create pathways for greater teacher retention, the more it reinforces the importance of administrators to achieve that goal.  

The Data 

Research consistently shows that strong school leadership is closely linked to higher teacher retention. According to the Learning Policy Institute (2021), teachers who rated their school leadership as effective were significantly more likely to stay in their positions compared to those who did not. Principals who foster collaboration, communicate a clear vision, and support teachers’ professional growth create a positive school climate that encourages educators to remain in the profession.

Many studies identify working conditions as a major factor influencing teachers’ decisions to leave. Principals play a pivotal role in shaping these conditions by determining how much teachers can participate in decision-making, collaborate with colleagues, and access instructional support. These factors all contribute to teachers’ sense of collective efficacy and job satisfaction, highlighting the critical importance of investing in strong school leadership.

Research from Brookings demonstrates that when a principal leaves a school, it can have far-reaching effects, including increased teacher turnover and declines in student achievement. In response, some states and districts have developed registered apprenticeship programs for principals and school building leaders. These programs aim not only to improve the quality of school leadership but also to retain effective principals. By providing hands-on, one to two year clinical experience and sustained mentorship, apprenticeship programs build leadership capacity in a way that strengthens school culture, supports teachers, and ultimately benefits students.

Registered Apprenticeships for School Building Leaders 

The launch of principal apprenticeship initiatives was driven by challenges similar to those faced in the teaching profession, particularly high rates of leadership turnover in schools nationwide. By investing in structured leadership development, states aim to create more supportive and effective school environments. These programs not only strengthen the leadership pipeline by preparing principals for the complex realities of school leadership but also contribute to teacher retention and professional growth, helping educators stay in the profession and thrive throughout their careers.

In response to this need, EdHUBNY not only worked with the NYS DOL to create the title of School Administrator/Building Leader, they also used this experience to collaborate with Pathways Alliance and other partners developing the 2025 National Standards for the Principal Occupation Apprenticeship, for Federal Review. These standards are used in USDOL Office of Apprenticeship states to define the expectations for K–12 principals entering the profession through an apprenticeship model.

The apprenticeship term is based on the apprentice’s demonstrated mastery of specific competencies outlined in the specific state or federal standards. In NYS, apprentices are enrolled in a NYSED approved administrator certificate or Master’s program, completing the related instruction leading to initial school administrator certification.  

From the field 

Harpursville Central School District has been a champion for building strong principal leadership through its innovative apprenticeship model. In a recent presentation, district leaders highlighted the impressive progress taking place at Harpursville Jr./Sr. High School over the past two years. Discipline referrals have dropped by 56%, creating a calmer and more supportive learning environment. Chronic absenteeism has also declined by 11%, reflecting stronger student engagement and a deeper connection to the school community.

These results demonstrate the powerful impact that effective leadership and intentional relationship-building can have on an entire school community, fostering meaningful and lasting improvements in school culture and student success. The apprenticeship model allows aspiring principals to be fully embedded in the daily administrative work of their district. In many cases, these candidates come from within the school itself, which helps strengthen relationships, continuity, and the overall school culture.

Superintendent Heath Georgia shared his perspective on the program’s success, noting,

“The depth and breadth of what Brian (Apprentice) is doing far exceeds that of others in traditional coursework. He’s fully embedded, experiencing leadership in real time, discussing it daily with our administrative team, and applying what he’s learning immediately. That kind of immersion is powerful.”

The success at Harpursville stands as a powerful example of how investing in leadership development can create lasting, positive change for schools, staff, and students alike. Strong leadership development impacts everything from teacher retention to student achievement, shaping the foundation for thriving school communities.