Monitoring Implementation

White, Bradford R.; Pareja, Amber Stitziel; Hart, Holly; Huynh, Michelle Hanh; Klostermann, Brenda K.; Holt, Janet K.

doi:10.4324/9781315098098-7

Cited by 2 publications

(4 citation statements)

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“…When asked about the ideal model, 39% of Colorado superintendents selected university-operated cohort-based programs offered in their districts, followed by university-district partnership cohort courses leading to a credential (22%) (Weiler & Cray, 2012, p. 69). In contrast to the wide variability and dissatisfaction in Colorado, an implementation study of the new, more rigorous, and uniform state principal preparation endorsement law in Illinois reported high marks from superintendents about the quality of principal preparation (White et al, 2016).…”

Section: Can Policy Influence Practice?mentioning

confidence: 80%

“…Comprehensive changes in Illinois produced substantial changes in principal preparation program designs, curriculum, and clinical experiences (Hunt et al, 2019;White et al, 2016;Young & Reedy, 2019). Between 2000 and 2015, the state terminated programs leading to a General Administrative Certificate and established a targeted pre-k-12 principal endorsement designed specifically to prepare principals to address the leadership challenges of today's schools.…”

Section: Illinois' Comprehensive Approach To Transforming Preparationmentioning

confidence: 99%

“…• Continuous improvement: An increased focus on continuous improvement highlighted the importance of better data collection and analysis of candidate outcomes (White et al, 2016).…”

Section: Illinois' Comprehensive Approach To Transforming Preparationmentioning

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: Can Policy Influence Practice?mentioning

confidence: 80%

Section: Illinois' Comprehensive Approach To Transforming Preparationmentioning

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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“…Research shows an intensive and quality clinical experience is regarded as a central component of enhanced PPP designs (Anderson & Reynolds, 2015; Crow & Whiteman, 2016; Darling-Hammond et al, 2022; Dexter et al, 2022; The Wallace Foundation, 2016; Young, 2015), and is specified in both the National Educational Leadership Preparation (NELP, 2018; formally ELCC, 2011) and Council for the Accreditation of Educator Preparation (CAEP, 2020) standards (used for program accreditation in some states). Meanwhile, there is evidence that some US states have adopted preparation policies requiring more robust clinical experiences (Anderson & Reynolds, 2015; Campbell et al, 2017; Phillips, 2013; Reyes-Guerra & Barnett, 2016; Shoho et al, 2012; White et al, 2016). As of 2015, at least 16 states have adopted policies that address the bulk of the criteria associated with “clinically rich internships 1 ” (Anderson & Reynolds, 2015, p. 22).…”

Section: Introductionmentioning

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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Monitoring Implementation

Cited by 2 publications

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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

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