Linking theory with practice: a longitudinal analysis of student portfolios in principal preparation

Abstract

This presentation analyses five years of data from student portfolios required as part of a principal preparation programme. Portfolios serve as continuous student progress assessment from programme entry to exit, evaluation of each student's understanding and application of Interstate School Leaders Licensure Consortium (ISLLC) and National Educational Technology Standards-A and linkage of theoretical knowledge to field-based projects. Continuing pressure on institutions of higher education to demonstrate student growth and achievement for accreditation purposes make inquiries such as this timely. Results from the study reveal that students in the principal preparation programme are better able to show mastery of the six ISLLC standards at the programme conclusion than at the midpoint. Further, results reveal a change in student perceptions of the principalship from that of organizational leader to that of visionary and instructional leader at the conclusion of the programme.

Effective Preparation Program Features

“…Bengtson (2012) in a descriptive study of the Arkansas Leadership Academy found that reflective practice was related to higher quality candidate portfolio assessments for a portfolio aligned with the ISLLC standards. Knoeppel and Logan (2011) analyzed 5 years of data from student portfolios to measure continuous student progress from program entry to exit, evaluation of student understanding and application of ISLLC standards, and linkage of theoretical knowledge to field-based projects. On the whole, the researchers found a general positive trend.…”

What We’ve Learned and How We’ve Used It

“…Additional components. In addition to the "high-quality" components previously addressed, the following components were identified within exemplary programs but were not consistently seen throughout the majority of studies: (a) mentors (Darling-Hammond et al, 2007;Davis et al, 2005;Orr, 2011;Orr & Orphanos, 2011;Vornburg & Davis, 1997), (b) portfolios (Knoeppel & Logan, 2011;Tucker, Stronge, Gareis, & Beers, 2003), and (c) ongoing interaction and feedback on performance (Styron & LeMire, 2009;Orr, 2011;Orr & Orphanos, 2011). These findings and the identified components served as a framework for determining whether our own program qualified as a "high-quality" leadership preparation program.…”