The Dynamic Transformation of a Principal Preparation Program: A University-District Collaborative (original) (raw)
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1998
This paper discusses a preparatory program for educational leaders at the University of Southern Mississippi (USM). The report outlines the numerous calls for reform of preparatory programs and focuses on the four factors motivating reform efforts: a move away from a managerial to a human-centered perspective; a continued orientation on the importance of a "knowledge base" that is best learned via traditional academic preparation; a strengthening orientation on learning by doing; and a renewed orientation on the importance of personal professional characteristics of the administrator. These factors served as a general philosophical framework upon which the USM program was based. The program was conceptualized to reflect essential, significant shifts in the basic premises on which schools and leaders have operated, most importantly the development of proactive principals. The paper offers information on the organization and sequencing of integrated curriculum blocks for the program, the instructional procedures and methodology, the assessment of students, and the assessment of the program. It is stated that the new reform program has brought together a number of ideas, models, and delivery formats to create a totally different approach from that which has been in operation at USM. (Contains approximately 112 references.) (RJM)
Preparing School Leaders: Case Study Summary and Implications
The role and responsibilities of a principal as leader of a learning community within K-12 schools is undergoing dynamic evolution. This exploratory study describes and analyzes the professional growth of 18 educational practitioners while participating in a principal preparation cohort program. The study goal was to understand the nature of changes and the processes through which they occurred, and to link participants' professional growth to their readiness to assume school leadership positions. Researcher propositions guided the design and focus of this mixed-methods yearlong case study. Although the inquiry explores the preparation of educational leaders within a unique cohort of a university-based licensure program, the research was not intended to evaluate a particular program of principal preparation. Five themes emerged from the data that have implications for the preparation of new school leaders: (1) career aspirations; (2) leadership development; (3) role conceptualiz...
RAND, 2018
School principals are charged with complex responsibilities that can include developing a school vision and culture, supporting teacher effectiveness, managing challenges and crises, communicating with the greater community, and more. However, recent research and surveys of school administrators indicate that principal preparation programs do not adequately prepare graduates to cope with school realities. In response to concerns about the state of initial principal preparation, The Wallace Foundation established the University Principal Preparation Initiative (UPPI), a four-year effort to redesign seven universities' principal preparation programs according to evidence-based principles and practices. Each university collaborates on the redesign with high-need school districts and a state partner, and is supported by a mentor program. The report summarized in this document focuses on the implementation of UPPI in its first year, from fall 2016 to fall 2017. The authors report on UPPI progress and identify cross-cutting themes in the UPPI implementation effort that can help other university principal preparation programs and their partners undertake their own principal preparation system improvement efforts.