Next-Level Leadership: Preparing Assistant Principals for Campus Leadership (original) (raw)
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International Journal of Higher Education, 2015
In this study, faculty members of an educational leadership program, situated in a large urban university in the southeastern region of the United States, utilized focus group research to determine the perceptions of K-12 assistant principals regarding the effectiveness of an educational leadership program, and to provide recommendations for program leaders for program improvement to increase job preparedness for emerging school leaders. This qualitative study included collecting, transcribing, and analyzing data from two focus group interviews. The nine study participants had all graduated from an educational leadership program at the focus institution and were actively serving as assistant principals in the university service area. Researchers determined common themes and patterns from the data. Findings indicated that, while respondents felt generally well prepared by their university leadership program, they also identified challenges faced by assistant principals today as complex and consequential in nature. Respondents spoke of responsibilities beyond the realm of traditional program preparation that required the acquisition of skills learned through real life applications. The formal acquisition of knowledge that was theoretical, practical, and methodological was not minimized, but rather placed in cultural context, providing insight and implications for the leadership preparation program improvement.
Good Principals Are the Key to Successful Schools: Six Strategies To Prepare More Good Principals
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This report defines six strategies that state and district leaders can employ to secure an ample supply of highly qualified school principals. The six strategies were drawn from research and direct experience in helping schools, universities, and state agencies rethink and redesign educational leadership programs. The six strategies are as follows: (1) Single out high performers; (2) recalibrate preparation programs; (3) emphasize real-world training; (4) link principal licensure to performance; (5) move accomplished teachers into school leadership positions; and (6) use state academies to cultivate leadership teams in middle-tier schools. For each strategy the report addresses five questions: What is the proposed strategy? What are the issues? Where do states now stand? What are some promising practices? and What can states do? The report concludes that each state should choose its best forum, based on the six proposed strategies, to train, recruit, and retain effective school principals. (WFA) Reproductions supplied by EDRS are the best that can be made from the original document. SREB Southern Regional Education Board 592 10th St. N.W.