Assessing the Development of Apprentice Principals in Traditional and Residency Programs

Hafner, Anne L.; Allison, Brad; Jones, Albert; Stewart, Irene Herrera

doi:10.1016/j.sbspro.2012.12.043

Cited by 8 publications

(6 citation statements)

References 2 publications

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“…The research we reviewed suggests that internships that provide relevant, hands-on experiences that are integrated into coursework are more effective than internships without these qualities in preparing principal candidates. Yet as our data and other analyses suggest, across the country, internship experiences vary greatly (Hafner et al, 2012). Some candidates have a full-year paid internship in the school of an expert veteran principal, taking on specific tasks of leadership in a planful way throughout the year.…”

Section: Access To Authentic Learning Opportunitiesmentioning

confidence: 81%

“…Recent comparative research has consistently found that graduates of programs with strong internship components were more likely than graduates of programs without internships to report being knowledgeable in their field (Hafner et al, 2012), being more committed (Orr & Barber, 2006), feeling more prepared (Orr & Barber, 2006), having a sense of self-efficacy (Versland, 2016), and being able to advance in their careers (Hafner et al, 2012;Orr & Barber, 2006). For example, surveyed principals in the Los Angeles Principal Residency Network program, which requires working at a school site with authentic engagement in leadership activities and support from a coach, were significantly more likely to be satisfied with their program and to report being knowledgeable in their field than those from a nearby traditional preparation program that required considerably fewer hours in schools (only 185 hours of fieldwork over five quarters of study 2 ), all linked to content-specific courses (Hafner et al, 2012). Orr & Barber (2006) surveyed graduates from two university-district partnership programs with internships and one conventional program.…”

Section: Internshipsmentioning

confidence: 99%

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Developing effective principals: What kind of learning matters?

Darling‐Hammond¹,

Wechsler²,

Levin³

et al. 2022

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This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.

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Section: Access To Authentic Learning Opportunitiesmentioning

confidence: 81%

Section: Internshipsmentioning

confidence: 99%

Developing effective principals: What kind of learning matters?

Darling‐Hammond¹,

Wechsler²,

Levin³

et al. 2022

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“…A variety of factors are now recognized as shaping the developmental opportunity of the clinical experience (Jamison & Clayton, 2016). In addition to time allocated to the clinical experience (Anderson & Reynolds, 2015, 2018Hafner et al, 2012;Perez et al, 2011), its developmental opportunity is shaped by the clinical work experiences taken up by and the developmental supports provided to aspirants.…”

Section: Shaping the Developmental Opportunity Of The Clinical Experi...mentioning

confidence: 99%

Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence

Cosner

Voto

2023

Educational Administration Quarterly

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Purpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leadership coaches act upon these issues. Research: Data include roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to these aspirants ( N = 25). Drawing theoretically upon brokering and social networks brokerage, analysis of transcripts used both deductive and inductive coding. Findings: We identified five key issues acted upon by leadership coaches, including: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) aspirant identification of and engagement with clinical work of developmental importance; (d) aspirant access to and/or authority for clinical work; and (e) the developmental supports provided to aspirants by mentors. Drawing upon theories of brokering, social networks brokerage, and third-party influence as we examined how coaches acted upon aspirant issues, we found that coaches regularly worked as brokers and third-party influencers in these pursuits. The structuring and design of coaching as well as coaching tools proved vital to this work. Conclusion: Leadership coaches tethered to principal preparation programs can play an important role in fortifying the developmental opportunity of the clinical experience. Our findings suggest an assortment of implications for leadership preparation, the deployment and design of university-based leadership coaches, and the development of such coaches tied to principal preparation.

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“…While it is clear that internships vary widely across state and program contexts (Anderson & Reynolds, 2015; Campbell & Parker, 2016), it seems that candidates generally find the internship to be the most important part of their training and development (Chandler et al, 2013; Jiang et al, 2009). In particular, candidates who engaged in full- or part-time residency programs reported being more satisfied with their programs and more knowledgeable in their field compared to candidates from more traditional programs that only completed fieldwork activities (Hafner et al, 2012). This finding may be partially attributable to the way in which a full- or part-time internship allowed candidates the opportunity to become socialized into a new leadership community of practice, experiencing the same discomfort, urgency, and responsibility that principals experience (Browne-Ferrigno, 2003; Perez et al, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Principal Candidates’ Reflective Learning During a Full-Time Internship

Drake

Ivey

Seaton

2021

Journal of Research on Leadership Education

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In this case study, we explore how principal candidates made sense of their internship by analyzing their weekly reflections during a school year. We found that candidates’ views of leadership developed from viewing leadership solely through the lens of making decisions and providing direction, to recognizing that much of the work of a school leader came from building relationships and delegating leadership responsibilities. Candidates’ experiences managing student discipline, conducting classroom walkthroughs and teacher evaluations, and leading professional development and professional learning communities (PLCs) were especially developmental. We conclude with implications for preservice training programs and future research.

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Assessing the Development of Apprentice Principals in Traditional and Residency Programs

Cited by 8 publications

References 2 publications

Developing effective principals: What kind of learning matters?

Developing effective principals: What kind of learning matters?

Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence

Principal Candidates’ Reflective Learning During a Full-Time Internship

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