This mixed methods study used a survey by Frost and Kersten to answer the following questions: (a) Do principals of predominantly Hispanic schools perceive themselves as having adequate knowledge in special education? (b) Which areas are these principals most involved in with special education teachers? (c) What suggestions do these principals have for principal preparation programs? Their most frequent recommendation was instruction in the area of special education laws, Section 504, and Response to Intervention. ResumenEste estudio de metodologìa mixta uso el cuestionario de Frost y Kersten para responder a las preguntas: 1) ¿Perciben los directores de escuelas predominantemente hispanas tener conocimiento adecuado en educación especial? 2) ¿En que areas están estos directores mas involucrados con maestros de educación especial? 3) ¿Que sugerencias tienen estos directores para el programa de preparación de directores de escuelas? La recomendación mas frecuente fue la instrucción en el area de leyes sobre educación especial, sección 504, y respuestas a intervenciones.

PurposeSchool improvement planning and implementation is one organizational process by which principals may positively impact school and student outcomes. Limited research, however, has explored how principal preparation programs prepare aspiring leaders for this common school leadership activity. This study examined aspiring principals engaged in the school improvement process by evaluating what they included in their school improvement plans (SIPs) that were developed as part of their field experience.Design/methodology/approachThe authors examined SIPs aspiring principals collaboratively developed as part of their field experience. Using an abductive analysis method, combining both deductive and inductive coding methods, authors examined 77 SIPs in which aspiring principals used school level data in planning.FindingsEach aspiring principal's SIP was contextually specific. No two plans were identical relative to who was targeted for improvement and how the plan was to be implemented, indicating aspiring principals can apply course-based learning and implement important data-driven decision-making skills in field-based school improvement projects.Research limitations/implicationsFindings are exploratory and limited to SIPs developed by aspiring principals in one university program in one large urban school district context. The findings that specific requirements and program structures affected the aspiring principal's school improvement planning process as did the overall school context adds to current understandings of how course-based learning is applied. However, further investigations are needed.Practical implicationsFindings provide evidence of how school leadership preparation programs may impact leadership development relative to skills associated with school improvement planning. The findings also suggest the importance of detailed analysis of aspiring principals school improvement planning as a program evaluation process.Originality/valueThis study was the first to document the content of aspiring principals' field-based SIPS and how skills in data-driven decision-making were applied in a SIP field-based activity.

This case study describes a pilot professional development project in which school leaders met regularly in a community of practice to clarify each other’s identification of a problem of practice followed by development and implementation of a school improvement plan. Findings indicated positive perceptions of and engagement in the community of practice, revealing this process provided a platform for authentic feedback, reflective practice, and means to share ideas. Participants reported improved leadership behaviors associated with school improvement planning and implementation.

This study examines what aspiring principal candidates in one universitybase preparation program learned as a result of developing and implementing a school improvement plan. A case study approach was used to examine 53 aspiring principals’ reports of what they learned from implementing school improvement plans. Findings revealed three significant themes: (1) the importance of collaboratively engaging the participants of the school improvement plan; (2) the essential need of establishing relationships; and (3) understanding the significance and impact of data-driven decisions. Findings can inform leadership preparation programs to redirect coursework that will help aspiring principals improve leadership skills.

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