According to Michael Petrilli, executive vice president of the Thomas B. Fordham Institute and a research fellow at Stanford University’s Hoover Institution, school reformers aren’t resting on their laurels and have some new goals in mind.

These are things reformers look on as successes: Most states have approved the Common Core State Standards and changed teacher evaluations to include student standardized test scores. Teacher tenure and collective bargaining have come under assault. Charter schools and vouchers are a big part of the reform movement — even if it remains true that the vast majority of America’s children are educated in traditional public schools.

In this piece on the Fordham Institute’s blog, Flypaper, he writes about a recent meeting of members of the Policy Innovators in Education (PIE) Network and state-based reform advocacy groups. Reformers, he said, are working on these issues now in state legislatures: teacher preparation, principal licensure, pension reform and digital learning.

If you think that reformers have been unkind to teachers — by, say, unfairly linking their evaluations and pay to test scores, or insisting that Teach For America corps members who have only five weeks of teacher training should be labeled “highly qualified teachers” — watch what they do with principals. He wrote:

One clever session at the PIE Network conference asked, “Are principals the new teachers?” Expect reformers to do to school leaders what they’ve done to teachers: Develop more rigorous evaluation systems; open up alternate routes into the profession; offer differential pay for tough assignments or exceptional performance; etc.

There’s more, which you can read here.