Benefits of New Principal Preparation Program in Indonesia

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

Men’s Voices: Black and White Aspiring Principals Reflect on Their Preparation to be Racial Equity Leaders

This phenomenological study examined the racial identity development of Black and White men—aspiring school leaders—who had recently completed a principal preparation program as members of a racially diverse cohort of students. The principal preparation program was designed with an unapologetic emphasis on race and addressing issues of racism. The study found that making race and issues of racism a focal point of all curriculum and pedagogy increased participants’ racialized realization and produced Black and White male aspiring principals who felt prepared to lead schools through the lens of racial equity.

Understanding Principals’ Knowledge of Special Education

The percentage of students identified as eligible to receive special education services in the United States has grown from 8.3% in the 1976-77 school year to 14% during the 2018-19 school year (Hussar et al., 2020). Given this level of growth and the myriad of levels of support principals provide for students with disabilities, one would assume that principal preparation programs have adjusted their curriculum to ensure future school administrators are prepared to support every student, including those with disabilities. The purpose of this research study is to better understand how current school administrators learned special education-related information for their role, what they believe are the most important aspects of special education, and to identify how background, experience, and self-efficacy play a role in principals’ skills related to their role as their building’s special education leader. A web-based survey was used to gather information from current school administrators working in Idaho’s P-12 school districts. Results of this study show that the majority of Idaho’s school administrators are learning special education-related knowledge and skills on the job and through professional development, rather than as part of their principal preparation programs. Recommendations are made to enhance the learning opportunities in both principal preparation programs as well as in-service professional development to develop strong, supportive, school-based special education leaders.

Complexity and Transformative Learning: A Review of the Principal and Teacher Preparation Literature on Race

Background: Racial inequities are a persistent reality in K–12 schools in the United States. There is a need for consensus and coordination between principals and teachers if they are to address the harm of racial inequities in education. Yet, despite this need and the interdependence of teachers and principals in schools, their preparation is profoundly distinct. Purpose: Although teacher and principal preparation practice and research are distinct, addressing racial inequities in K–12 students’ schooling experiences is central to the work within both professional arenas. In this literature review, we bring together these bodies of literature as we think about ways that preparation supports principals and teachers in developing skills, knowledge, and dispositions to counter racial inequities in their schools. We focus our review around one central question: In what ways does the teacher and principal preparation literature address candidates’ transformative learning around race? Research Design: This review focuses on peer-reviewed literature on race within teacher and principal preparation published between 2001 and 2018. We reviewed studies here that are: (1) empirical, (2) focused on principal or teacher preparation, (3) focused on preparing candidates around issues related to race or racial inequity, (4) published between 2001 and 2018, and (5) based in the United States. We ultimately identified 79 articles, 24 related to principal preparation and 55 related to teacher preparation. We drew on critical transformative learning theory to guide our analyses. Findings: Overall, we identified more commonalities between the two literatures than differences. Our review suggests that race is understood in three main ways: in terms of “difference,” “power,” and “racism.” Race-as-difference focuses on differences between individuals related to race or culture. Race-as-power emphasizes that these differences result from systemic oppressions. Race-as-racism centers racism and/or white supremacy. This review reveals complexities of transformative learning across three areas: how candidates’ backgrounds inform their learning; how clinical experiences present opportunities and constraints for learning; and how emotions influence learning. Recommendations: Preparation programs must educate teachers and principals about race-as-racism. Candidates need to come to understand the role of systemic racism in society and in schooling, beyond understanding individual differences. Critically, teacher and principal preparation faculties must work together across courses and experiences. Finally, there is a need for those who educate educators to receive preparation for this role.

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

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.

Going Restorative, Staying Tough: Urban Principals’ Perceptions of Restorative Practices in Collocated Small Schools

Drawing on data from a year-long multi-case ethnography of three secondary urban public schools implementing restorative practices, the current piece examines how principals negotiate restorative practices despite conflicting pressures to maintain order and compel obedience. I frame my inquiry through Sergiovanni’s (2000) concept of “systems” in the “lifeworld,” asking whether principals use restorative practices as systems in service of cultural transformation or merely as a replacement for suspension. Findings suggest tensions between principals’ purposes for implementing restorative practices and the pressure they feel to maintain an image of “school order” and “toughness” in the eyes of internal and external stakeholders. I close with recommendations for research and practice. I also make some preliminary recommendations for principal preparation.