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.

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.

Reflective Writing in a Principal Preparation Program

Reflective writing has become part of a vastspectrum of professional practices across academia,which includes the hard sciences—notably in thefields of medicine and nursing, as well as in thehumanities, including social work, higher education,teacher education, and educational leadership. In thisarticle, we seek to describe the results of aninvestigation in the preparation of school leaders through reflective writing. Our engagement with self-reflective writing is explicitly designed to help future educational leaders identify and promote the skillsthat help leaders identify inequity in schools. Thepreliminary administrative credential program in thisstudy is rooted in efforts to prepare equity-drivenschool leaders who integrate dispositions, concepts,and actions into their daily practice.

Fully online principal preparation: prevalence, institutional characteristics, geography

PurposePrincipal preparation program pedagogy and course delivery are critical to principal candidates' preparedness to lead. Research around online program delivery, however, is relatively sparse. This study examined the extent to which university-based educational leadership programs offered fully online (FOL) pathways to the principalship, as well as program geographic locations and institutional characteristics most associated with FOL offerings.Design/methodology/approachData were collected through website reviews and coding checks, and then merged with national postsecondary data. Data were analyzed using descriptive statistics, classification tree analysis, and geographic information system (GIS) mapping.FindingsRoughly 43 percent of all reviewed programs offered an FOL pathway to licensure, which suggests substantial growth in FOL offerings over the last 10 years. While a number of factors were deemed important, geographic characteristics were most associated with FOL status. GIS mapping further illustrated findings with a visual landscape of program FOL offerings.Research limitations/implicationsThis study considered only programs for which degrees or certificates could be earned without ever visiting campus in-person for classes. Hybrid programs were excluded from the analysis.Practical implicationsFindings make a clear call for more research into online principal preparation program design and course delivery.Originality/valueThis study provides the first overview of fully online university-based principal preparation programs in the United States while also offering a previously unavailable landscape of all programs specifically leading to licensure. It is also the only higher education study to map or investigate factors associated with FOL offerings and raises questions about prior FOL higher education research.

Facilitating Student Learning Through Multisensory Tools That Engage and Foster Collaboration

This chapter describes how university professors in a principal preparation program applied technology resources to face-to-face and online instruction to intensify student interactions and engagement with the professors and each other. As a result, the learning opportunities were transformed to increase effective student and professor interaction and student learning. Professors found that utilizing multisensory technology provided platforms in which robust learning exchanges occurred that deepened learning while students and professors worked collaboratively. The chapter describes how several studies show how the use of interactive multisensory tools such as Flipgrid, VoiceThread, and GoReact provided effective pedagogical strategies that enhanced communications. The studies took place at a university that serves students from rural communities and therefore provides research about utilizing multisensory tools to improve learning for students in locations where access to higher education is challenged by geographical distances.

The Impact of Brown on EL Students: Addressing Linguistic and Educational Rights Through School Leadership Practice and Preparation

In 1974, the Supreme Court drew on the 1954 Brown decision in Lau v Nichols, placing English learner (EL) students’ right to a meaningful education at the forefront of educational policy. Subsequent federal decisions and legislation (i.e., Castañeda; Equal Educational Opportunities Act [EEOA], No Child Left Behind [NCLB], and Every Student Succeeds Act [ESSA]) have placed the responsibility for providing quality educational programming on districts, schools, and school leaders. In this article, we propose a framework for the integration of linguistic equity in leadership preparation and an historical case of a university-based principal preparation program that has integrated this framework into coursework and clinical experiences.

Using Video Capture and Annotation Technology to Strengthen Reflective Practices and Feedback in Educator Preparation

In this chapter, the authors share the history of a video capture and annotation technology (VCAT) implementation and provide summaries of research findings to support its continued use and refinement. They also detail the multiple uses and particular objectives they aimed to meet with the technology across different content areas and even across multiple educator preparation programs, including a collaboration between a teacher education program and principal preparation program that was enabled by the technology.

Ready to Lead

This chapter shares the way in which one principal preparation program builds and assesses leadership capacity through the use of a tool called Core Competencies for School Leaders or CCSL. The CCSL tool views competencies as actionable behaviors that can be observed and measured in both quantitative and/or qualitative ways. Competencies cross several leadership domains, determined primarily by established state and national leadership standards. The CCSLs provide relevant, contextually responsive, standard-based, and research informed field experiences. The authors purport the CCSLs and the wrap-around processes of which learning is dependent (e.g., reflection, collaborative dialogue, feedback), advance awareness, and capacity across leadership domains. Competencies serve to both build and evaluate leadership capacity. In conjunction with other research informed practices for leadership preparation, competencies can play an integral role in the development and growth of aspiring school leaders.