Effective principals provide teachers with feedback on the edges of their growth moving beyond compliance-driven teacher evaluations to meaningful cycles of observation and feedback. This case focuses on preparing principal candidates to address equity issues related to teacher practices that positively impact student achievement with a veteran high school teacher who is failing to respond to her school’s shifting demographics. Embedded in the case are additional challenges of leading a rural school. The principal, who is a new principal but previously taught with the teacher, now needs to provide research-based, culturally responsive, actionable feedback aligned to principles of adult learning theory and research-based instructional practices.

This study examines the work completed by a regional, comprehensive university’s principal preparation program in redesigning their curriculum for greater coherence. Their process for identifying equity as a program theme and explicitly addressing learning related to program themes is described. Key steps in the process include (a) collaborating with partners, (b) identifying problems of practice, (c) surfacing core beliefs, (d) articulating a comprehensive theory of action, (e) creating a crosswalk aligning standards to courses and themes, and (f) identifying learning experiences and assessments aligned to the crosswalk. Their conclusions recognized the importance of collaboration, coherence, and context in redesigning