Program Capacity for Redesign in Educational Leadership Preparation

Abstract

Characteristics that contribute to successful redesign and launch of principal preparation programs may be understood collectively as the capacity of those programs. A model of capacity for redesign of principal preparation programs should strike a balance between the technical and professional aspects of teaching and leadership and the cultural and relational aspects of organizations. We surveyed a national sample of program directors and interviewed a purposive sample of those in the midst of redesigning their programs to arrive at a framework of the tools and raw materials programs need to meet the new demands of principal preparation.

How are Principal Preparation Programs Preparing Leaders for Family and Community Engagement?

“…Although a follow-up study using inferential statistics would be necessary to identify significant differences, these qualitative results raise questions about how much autonomy instructors should have to tailor courses to their own preferences and whether educational leadership faculty have the capacity to keep their programs updated. Clement et al (2022) found that principal preparation program redesigns require both (a) a culture of inquiry, collaboration, and adaptiveness; and (b) resources that include funds, support, and expertise to conduct the work. My own experiences with territorial faculty and curriculum development bureaucracy indicate both can be substantial barriers in a field where this work is seldom recognized or rewarded.…”