Pedagogical gaps in the bridge from classroom to field for pre-service principal competence development

Abstract

PurposeThis cross-sectional survey captured educational leadership preparation programs' (ELPPs') relative emphases on 12 evidence-based school leadership competences and related pedagogical approaches to identify the gap between optimal performance per the literature base and actual practice reported for US ELPPs.Design/methodology/approachA survey with closed and open-ended questions was sent to all program coordinators of US-based ELPPs.FindingsResults indicate instructional leadership and use of data are especially emphasized competences, and readings and class-based work were the most prevalent modes of instruction. The most prevalent teaching methods are text and class-based work, and residencies/internships. The least prevalent are instructional tools associated with practice and rehearsal, such as simulations.Research limitations/implicationsThe data were collected prior to the world-wide shift in educational delivery associated with the coronavirus disease 2019 (COVID-19) pandemic. While they do not capture during-pandemic approaches, the national-level findings provide an impetus for altering or strengthening approaches to leader preparation based upon the shortcomings these results suggest.Originality/valueThere has been no previous inquiry into all US ELPPs regarding how their curriculum aligns with empirically based leadership competences, what their pedagogical approaches include or the needs they identify to further improve their program's quality.

A Comparison of the Internship Experiences of Aspiring School Leaders in a Principal Residency and Traditional Principal Preparation Program in Texas

“…Accordingly, principal candidates should be more likely to have authentic leadership experiences that expose them to the many real challenges of school leadership (Barnett et al, 2009; Browne-Ferrigno & Muth, 2004; Orr & Barber, 2007; Shoho & Barnett, 2010; Steele et al, 2021). Principal residency programs (PRPs) are rare in practice with only 18% of principal preparation programs in the U.S. offering full-time, job-embedded residencies (Dexter et al, 2022).…”

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

“…Indeed, a body of evidence reveals growing attention to the clinical experience by both policymakers and practitioners (see Gates et al, 2020). 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).…”