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.
Coaching Teachers on Instruction: Developing Instructional Leadership Capacity within a Principal Preparation Program
