Fusing Organizational Theory, Policy, and Leadership: A Depiction of Policy Learning Activities in a Principal Preparation Program

2016 ◽  
Vol 12 (2) ◽  
pp. 166-175 ◽  
Author(s):  
Sarah L. Woulfin
Keyword(s):  
Organizational Theory ◽  
Principal Preparation ◽  
Higher Order ◽  
Lessons Learned ◽  
Learning Activities ◽  
Policy Learning ◽  
Preparation Program ◽  
Instructional Activities ◽  
Principal Preparation Program

This pedagogy–practice article portrays three instructional activities that were implemented with aspiring leaders and refined over four rounds of teaching the course in a northeastern state’s principal preparation program (PPP). After describing each activity, I share lessons learned regarding the pedagogy of principal preparation. I make the case that embedding organizational theory into PPP coursework can play a role in developing the higher order skills of aspiring leaders.

A Case Study of Lessons Learned from a Decade of Success in Preparing and Supporting Quality School Leadership Through District–University Partnerships

2020 ◽  
pp. 105268462098036
Author(s):  
Sheri S. Williams ◽  
Russ Romans ◽  
Frank Perrone ◽  
Allison M. Borden ◽  
Arlie Woodrum
Keyword(s):  
Principal Preparation ◽  
Lessons Learned ◽  
Future Research ◽  
Preparation Program ◽  
Preparation Programs ◽  
University Partnerships ◽  
Principal Preparation Programs ◽  
Principal Preparation Program ◽  
Quality School

The purpose of this case study was to explore the context and key features of a successful decade-long district and university principal preparation program. Despite the importance of such partnerships, long-standing partnerships appear to be far from the norm. The partnership was designed in collaboration with faculty at a flagship university in the American Southwest and district leaders in a large urban school system. At the initiation of the partnership, the school district faced challenges similar to other districts in ensuring a steady pool of quality school leaders. The study was grounded in theory and anchored in relevant scholarly literature. Research methods included data collected from a qualitative analysis of the perspectives of key personnel who co-created the principal preparation program and supplementary data from external evaluations conducted by recognized appraisers. Findings indicate that district–university partnerships are more likely to endure when the partners are able to strengthen shared goals, leverage existing assets, sustain trusting relationships, uphold mutuality of purpose, and support collaborative interactions. The implications and recommendations from the study may appeal to other providers of principal preparation programs who desire to adapt the lessons learned and build on the assets that exist in their own unique school and community contexts. Future research on long standing district–university partnerships may help inform states in their oversight of principal preparation programs and university and district partners who wish to start or sustain the recruitment, preparation, placement, and retention of quality educational leaders in contextually specific and complex school environments.

Characteristics of Teachers Nominated for an Accelerated Principal Preparation Program

2012 ◽  
Vol 3 (2) ◽  
pp. 35-46 ◽  
Author(s):  
Steve J. Rios ◽  
Daniel Reyes-Guerra
Keyword(s):  
Principal Preparation ◽  
Minority Group ◽  
Educational Leaders ◽  
Race To The Top ◽  
Department Of Education ◽  
Master's Program ◽  
Preparation Program ◽  
Chi Square ◽  
Principal Preparation Program ◽  
Initial Statistical Analysis

This article reports the initial evaluation results of a new accelerated, job-embedded principal preparation program funded by a Race to the Top Grant (U.S. Department of Education, 2012a) in Florida. Descriptive statistics, t-tests, and chi-square analyses were used to describe the characteristics of a group of potential applicants nominated to the program by their principals. Demographic and education-related variables for the group were compared to a group of self-selected students enrolled in an existing educational leadership master’s program at the same public university. Initial statistical analysis revealed that more than two-thirds of the nominated teachers belonged to a minority group and had not majored in education as undergraduates. These findings have immediate implications for this new program and for research related to the identification of potential future educational leaders.

scholarly journals Benefits of New Principal Preparation Program in Indonesia

2021 ◽  
Author(s):  
Dwi Esti Andriani
Keyword(s):  
Public Schools ◽  
Principal Preparation ◽  
Analysis Data ◽  
School Principal ◽  
Preparation Program ◽  
New Principal ◽  
Self Confidence ◽  
Grounded Theory Method ◽  
Recruitment And Selection ◽  
Principal Preparation Program

This study aimed to examine the benefits of a new principal preparation program (PPP) in Indonesia in this decentralization era. A qualitative interpretive approach was employed. The participants consisted of eight principals of public schools in Yogyakarta who graduated from the new PPP. Data were collected through semistructured interviews and document analysis. Data were then analyzed using the grounded theory method which included open coding and analytic induction. The trustworthiness criteria were used to ensure the quality of the data. The findings showed that the principals who graduated from the PPP felt the benefits of the recruitment and selection system which was standardized and rigorous. Also, the training for the prospective principals helped them to develop their managerial competencies, leadership skills, and self-confidence. Keywords: principal preparation program, school principal

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