Revisioning a School Administrator Preparation Program

The most recent wave of reform in the preparation of school leaders has been underway for more than a decade. Clear description of successful program efforts can provide the field of educational leadership with an understanding of promising new and innovative directions in preparation. This article provides an analytic case description of one reform-oriented administrator preparation program, the Prospective Principals Program at Stanford University. The voices of students, graduates, and program faculty are incorporated to illustrate and document the evolution of the program. Promising aspects of the program, including implications in six specific areas, are highlighted in an effort to contribute to the growing knowledge base emerging from reform efforts in preparation.

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Developing Prospective Principals’ Problem-Framing Skills

Journal of School Leadership ◽

10.1177/105268460301300502 ◽

2003 ◽

Vol 13 (5) ◽

pp. 529-548 ◽

Cited By ~ 6

Author(s):

Michael Aaron Copland

Keyword(s):

Teaching And Learning ◽

Qualitative Data ◽

Future Research ◽

Administrator Preparation ◽

Social Psychological ◽

Preparation Program ◽

Problem Framing ◽

Definition Of ◽

Prospective Principals ◽

Administrative Problem

This article reports on a study that inquired about the teaching and learning of administrative problem-framing skills in a problem-based learning (PBL) administrator preparation program. A literature-based definition of problem-framing ability is developed and a theoretical rationale for the study, based on elements of a social-psychological framework, is introduced. Employing a one-group pretest–posttest design, the problem-framing ability of students in one program cohort was measured prior to exposure to any PBL experiences and again at the end of their preparation program after repeated exposure to PBL. A statistical analysis reveals students’ problem-framing ability improves significantly over time, associated with their level of exposure to PBL. In postprogram qualitative data, graduates suggest PBL preparation develops their ability to frame problems encountered in practice. Finally, the implications of the findings for instructional practice and future research on administrator preparation are explored.

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Exploring the experiences of administrative interns

Journal of Educational Administration ◽

10.1108/jea-02-2015-0020 ◽

2016 ◽

Vol 54 (5) ◽

pp. 514-536 ◽

Cited By ~ 1

Author(s):

Kimberly Jamison ◽

Jennifer Clayton

Keyword(s):

Administrator Preparation ◽

Key Factors ◽

Preparation Program ◽

Preparation Programs ◽

Content Type ◽

Certificate Programs ◽

University Preparation ◽

Practicum Experiences ◽

The University ◽

Administrative Interns

Purpose – The purpose of this paper is to identify how current administrative interns enrolled in a university administrator preparation program describe and make meaning of their internship experiences. Design/methodology/approach – For this qualitative study, the researchers interviewed administrative interns enrolled in one university preparation program throughout their internship regarding the experiences. Findings – The findings from this study contribute and add value to research in the area of administrator preparation by highlighting the experiences of administrative interns as well as the implications of how interns make meaning of those experiences using a developmental concerns framework. Key factors influencing those perceptions cited by interns as a result of their internship experiences include the interns’ readiness to take on leadership positions, their change in perception of administration, perceptions of journal reflections as an internship component, supporting teachers, receiving feedback from others, and the level of support provided by their internship supervisor. Originality/value – The findings from this study contribute to research in the area of administrator preparation at the university level, specifically pertaining to the structure of the internship, how university preparation programs can respond to interns’ concerns, and the design and emphasis of practicum experiences within those degree or certificate programs.

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Exploring the Validity of Standards for School Administrator Preparation

Journal of School Leadership ◽

10.1177/105268460201200506 ◽

2002 ◽

Vol 12 (5) ◽

pp. 579-602 ◽

Cited By ~ 2

Author(s):

Carolyn M. Keeler

Keyword(s):

School Administrators ◽

Skills Training ◽

School Administrator ◽

National Council ◽

Change Strategies ◽

Exploratory Research ◽

Administrator Preparation ◽

Isllc Standards ◽

Building Administrators ◽

Program Accreditation

The purpose of this study was to investigate the validity of the Idaho Foundation Standards for School Administrators, an adaptation of the ISLLC standards, as the basis of Idaho administrator preparation. If the objective of creating standards is to prepare administrators to lead successful schools, then a preparation program based on the standards should result in principals who get higher achievement results, create responsible citizens, or otherwise produce successful students. Data from three sources, building administrators, superintendents, and administrative interns, were compared to the standards. Identified areas of need not addressed by the standards included counseling skills, training in change strategies, and the laws governing programs for special populations. This exploratory research into the validity of the Idaho Foundation Standards for School Administrators has resulted in the identification of some discrepancies between administrator preparation, the standards, and administrator practice. Results will be used in revising program curriculum to meet both administrators’ needs in the field and the new National Council for Accrediation of Teacher Education (NCATE) program accreditation guidelines.

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The Professional Studies Doctorate: Leaders for Learning

Journal of School Leadership ◽

10.1177/105268469200200107 ◽

1992 ◽

Vol 2 (1) ◽

pp. 75-89 ◽

Cited By ~ 4

Author(s):

Maynard J. Bratlien ◽

Susan M. Genzefr ◽

John R. Hoyle ◽

Arnold D. Oates

Keyword(s):

San Antonio ◽

First Year ◽

University Faculty ◽

Research Projects ◽

Clinical Experiences ◽

Administrator Preparation ◽

Preparation Program ◽

Theory Research ◽

Ongoing Evaluation ◽

Professional Studies

A new administrator preparation program is underway at Texas A&M University. The Professional Studies Doctorate is a three year program which consists of a blend of theory, research, and clinical experiences for a select cohort of 14 practicing school leaders. The program includes intensive summer seminars, extended clinical weekends, and ongoing evaluation and research projects. University faculty are assisted in teaching the cohort by leading San Antonio area superintendents serving as clinical professors. Evaluation of the new doctorate is providing insight for improvement at the end of the first year.

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