The purpose of this study was to identify the strengths and challenges that emerged from the first year of a district and university partnership focused on improving a high needs urban elementary school. This research utilizes an instrumental case study design. The elementary school and the university involved in this study are both public serving institutions located in south central Texas in the United States. This paper examines the partnership after the first year of implementation. Feedback was solicited from district, campus, and university personnel regarding the successes and challenges they encountered. Three themes emerged: administrative support, challenges presented by a change in principal, and a focus on mutual self-interest and common goals. Implications are discussed.

PurposeThis study examined the value of using near-peer video-based feedback to help train aspiring school leaders in coaching strategies. This research is part of a larger study in which feedback was solicited from both aspiring teachers and aspiring school leaders. The current study focused on the responses provided by the aspiring school leaders.Design/methodology/approachThis study utilized a phenomenological design. Undergraduate students enrolled in a public university in the Southwestern United States were recorded delivering instruction during their final semester of student teaching. These videos were uploaded to a secure website using EdPuzzle. Graduate students aspiring to be principals who were enrolled in a supervision course at the same university observed these classroom videos and provided feedback.FindingsIn regard to what participants learned about using video recordings, responses of aspiring principals fell into three themes as follows: establishing trust, providing critical feedback and broadening perspectives.Research limitations/implicationsThis study is limited by it being a small-scale study conducted at one public university in the Southwestern United States. Accordingly, the findings of this study are limited in their generalizability.Practical implicationsThis study highlights the usefulness of collaborations between educator preparation programs and principal preparation programs to enhance the learning of both student groups.Originality/valueThis research adds to the small but growing body of literature regarding near-peer video-based feedback and its potential value in helping aspiring principals practice coaching skills using written feedback.