An Innovative Look, a Recalcitrant Reality: The Politics of Principal Preparation Reform

Hess, Frederick M.; Kelly, Andrew P.

doi:10.1177/0895904804270776

Cited by 80 publications

(79 citation statements)

References 5 publications

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“…But some researchers and policymakers have suggested that licensure criteria focused on graduate credits do little to promote high-quality leadership at a time when school leaders are expected to continuously raise student achievement (Campbell & Gross, 2012;Levine, 2005). They have also argued that the cost of a graduate degree may arbitrarily deter talented individuals from pursuing school leadership roles and limit the diversity of principal labor force (Campbell & Gross, 2012;Hess & Kelly, 2005).…”

Section: Introductionmentioning

confidence: 99%

Distributing Instructional Leadership: Implementation Lessons from an Urban School Leadership Residency Program

Steele¹,

Steiner²,

Hamilton³

2018

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This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.html. The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.

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Section: Introductionmentioning

confidence: 99%

Distributing Instructional Leadership: Implementation Lessons from an Urban School Leadership Residency Program

Steele¹,

Steiner²,

Hamilton³

2018

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“…Instructional approaches that deviated from the didactic lectures of the traditional programs were viewed positively by the internsespecially in terms of developing leadership skills and dispositions (Hess & Kelly, 2005;Knapp et al, 2006). Interns were enthusiastic not so much about the experience of techniques such as the 360-degree project leader evaluation but more so about the self-development and selfawareness that such techniques induced.…”

Section: Discussionmentioning

confidence: 99%

Preparing First-Time Leaders for an Urban Public School District: An Action Research Study of a Collaborative District–University Partnership

Simmons¹,

Grogan²,

Preis³

et al. 2007

Journal of School Leadership

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This article reports the results for the first cycle of an action research study about a district-university partnership. Two district facilitators and two university facilitators co-constructed a principal preparation program for an innercity school district to help prepare the next generation of building leaders. Twenty-two students participated in the 15-month nontraditional program. The study found that in preparing first-time school leaders, the most helpful experiences were those that developed self-understanding and readiness for the role change. New instructional techniques and the full-time residency facilitated this learning. It also found that the partnership, though providing new and exciting opportunities to deviate from the traditional preparation model, needed further development. In the United States, formal degree programs in school leadership have been offered since the start of the 20th century. Although the programs have not all been the same, many included professors and adjunct professors' delivering research-based knowledge of educational administration,

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“…Standalone programs are the result of longstanding dissatisfaction with the disconnect between theory and practice in leadership preparation and the practitioner belief that many holding administrator licensure are unqualified to take on new demands placed on educational leaders (Hess & Kelly, 2005). Standalone programs are the result of longstanding dissatisfaction with the disconnect between theory and practice in leadership preparation and the practitioner belief that many holding administrator licensure are unqualified to take on new demands placed on educational leaders (Hess & Kelly, 2005).…”

Section: Leadership Development For Aspiring Administratorsmentioning

confidence: 99%

Preserving the Status Quo or Renegotiating Leadership: Women’s Experiences With a District-Based Aspiring Leaders Program

Sherman

2005

Educational Administration Quarterly

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Purpose: Current demands for school leaders as well as reported administrator shortages have resulted in the implementation of district-based aspiring leaders programs to promote teacher leaders into administration. Because educational administration has, traditionally, been informed by androcentric perspectives, this study was designed to determine whether these programs are helpful to women aspiring to administration or whether they are used as another way to reinforce the status quo. Research Methods: This qualitative study examined the experiences of 15 women relating to their participation or lack of participation in an in-house district-based aspiring leaders program in one public school system. A critical framework grounded the study as research questions and the design of the study were informed by feminist poststructuralism. Findings: Although it is apparent that a greater number of aspiring administrators are reached in the district than if no program existed, the various needs of a diverse population of aspiring administrators have not been effectively met. Women, although they clearly seek leadership positions, have been constrained by traditional norms surrounding educational administration in the district, indicating that problems are much larger in scope than that which can be "cured" by district-led "grow your own" leadership programs. Implications: Strategies should be implemented that specifically target inducting women and minorities into aspiring leaders programs. In addition, careful consideration should be taken to create partnership programs for aspiring leaders between universities and school districts that link theory to practice and allow cohort groups to gain broader perspectives of leadership in support of transformational change.New demands for school leadership, high-stakes accountability initiatives, and the fact that a large number of current administrators are nearing retirement age have inspired reports that suggest a shortage of qualified

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An Innovative Look, a Recalcitrant Reality: The Politics of Principal Preparation Reform

Cited by 80 publications

References 5 publications

Distributing Instructional Leadership: Implementation Lessons from an Urban School Leadership Residency Program

Distributing Instructional Leadership: Implementation Lessons from an Urban School Leadership Residency Program

Preparing First-Time Leaders for an Urban Public School District: An Action Research Study of a Collaborative District–University Partnership

Preserving the Status Quo or Renegotiating Leadership: Women’s Experiences With a District-Based Aspiring Leaders Program

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