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| Author | : ELAINE LIN. WANG |
| Publisher | : |
| Total Pages | : |
| Release | : 2022 |
| Genre | : |
| ISBN | : 9781977409584 |
| Author | : Elaine Lin Wang |
| Publisher | : |
| Total Pages | : 12 |
| Release | : 2018 |
| Genre | : School principals |
| ISBN | : 9781977401670 |
School principals are charged with complex responsibilities that can include developing a school vision and culture, supporting teacher effectiveness, managing challenges and crises, communicating with the greater community, and more. However, recent research and surveys of school administrators indicate that principal preparation programs do not adequately prepare graduates to cope with school realities. In response to concerns about the state of initial principal preparation, The Wallace Foundation established the University Principal Preparation Initiative (UPPI), a four-year effort to redesign seven universities' principal preparation programs according to evidence-based principles and practices. Each university collaborates on the redesign with high-need school districts and a state partner, and is supported by a mentor program. The report summarized in this document focuses on the implementation of UPPI in its first year, from fall 2016 to fall 2017. The authors report on UPPI progress and identify cross-cutting themes in the UPPI implementation effort that can help other university principal preparation programs and their partners undertake their own principal preparation system improvement efforts.
| Author | : SUSAN M. GATES |
| Publisher | : |
| Total Pages | : |
| Release | : 2022 |
| Genre | : |
| ISBN | : 9781977409591 |
| Author | : Rebecca Herman |
| Publisher | : |
| Total Pages | : 36 |
| Release | : 2022 |
| Genre | : School principals |
| ISBN | : 9781977409348 |
The job of the school principal has become much more complex and demanding over the past several decades. Many university-based principal preparation programs-which prepare the majority of school principals-have struggled with how to make the fundamental changes needed to prepare principals for today's schools. To test a path forward, The Wallace Foundation provided grants to seven universities and their partners to redesign their principal preparation programs in line with research-supported practices. This report shares findings from the RAND Corporation's five-year study of The Wallace Foundation's University Principal Preparation Initiative (UPPI). Under UPPI, each team developed a clear and ambitious vision for its program. Overall, the changes the teams enacted ensured that the programs were more rigorous, coherent, and authentically connected to the work of on-the-ground school leaders. Throughout the initiative, the teams balanced common objectives and structure with flexibility for their specific context and changing conditions. This report illustrates that it is feasible for universities-in partnership with high-need districts, state agencies, and with the support of mentor programs that have engaged in successful redesign-to improve principal preparation programs to reflect the best available evidence.
| Author | : Christophor J. Galloway |
| Publisher | : |
| Total Pages | : 322 |
| Release | : 2019 |
| Genre | : Educational leadership |
| ISBN | : |
The focus in this qualitative multiple case study was to examine how four successful university-district partnerships for principal preparation were addressing the need to produce effective campus leaders and the impact universities and districts in such partnerships had on each other and aspiring principals. The study included 16 participants who served in the role of professor, district representative, current advanced student, or graduate from each of the four principal development programs. Data collection included documents, archival records, and interviews with stakeholders at each university and school district. Data analysis involved a process of analyzing and comparing data from the interview transcripts, memos, and artifacts collected as well as a continuous process of comparing data to the existing literature on university-district partnerships and principal development. The findings from this multiple case study research indicate university-district partnerships for principal preparation are highly effective models for developing future educational leaders. Supportive and consistent leadership within both the university and school district is critical to the success of a university-district partnership. The identification of a viable funding source to sustain a long-term partnership is essential to a lasting partnership for principal development. Future principals benefit most from the university-district partnership when they have an opportunity to apply research-based practices learned in the classroom to real-world experiences through an internship model. A theoretical model of a university-district partnership for principal preparation emerged from the study that addresses the problem of effective principal development. The data collected from the study support the six components of the theoretical model, which are principal competencies, funding, marketing, recruitment, pedagogy, and real-world experiences.
| Author | : Susan M. Gates |
| Publisher | : |
| Total Pages | : 142 |
| Release | : 2021-01-15 |
| Genre | : Education |
| ISBN | : 9781977405166 |
The authors examine how seven states are using state-level policy levers to improve the quality of school principals.
| Author | : Elaine Lin Wang |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2018 |
| Genre | : Education |
| ISBN | : 9781977401595 |
The University Principal Preparation Initiative (UPPI) supports the redesign of principal preparation programs according to evidence-based principles and practices. This report provides insight into the first year of UPPI implementation.
| Author | : REBECCA. HERMAN |
| Publisher | : |
| Total Pages | : |
| Release | : 2022 |
| Genre | : |
| ISBN | : 9781977409577 |
| Author | : Linda Darling-Hammond |
| Publisher | : John Wiley & Sons |
| Total Pages | : 426 |
| Release | : 2009-11-04 |
| Genre | : Education |
| ISBN | : 0470579951 |
Preparing Principals for a Changing World provides a hands-on resource for creating and implementing effective policies and programs for developing expert school leaders. Written by acclaimed author and educator Linda Darling-Hammond and experts Debra Meyerson, Michelle LaPointe, and Margaret Terry Orr, this important book examines the characteristics of successful educational leadership programs and offers concrete recommendations to improve programs nationwide. In a study funded by the Wallace Foundation, Darling-Hammond and the team examined eight exemplary principal development programs, as well as state policies and principals' experiences across the country. Using the data from the study, they reveal how successful programs are structured, the skills and knowledge participants gain, and what they are able to do in practice as school leaders as a result. What do these exemplary programs have in common? Aggressive recruitment; close ties with schools in the community; on-the-ground training under the wing of expert principals, and a strong emphasis on the cutting-edge theories of instructional and transformational leadership. In addition to highlighting the programs' similarities, the study also explains the differences among the programs and sheds light on the effectiveness of approaches and models from different states and contexts?East, West, North, and South; urban and rural; pre-service and in-service. The authors analyze program outcomes for principals and their schools, including illustrative case studies and educators' voices on the influence of programs' strategies for recruitment, internships, mentoring, and coursework. The ideas and suggestions outlined in Preparing Principals for a Changing World are presented with the goal of increasing the number of highly qualified, thoughtful, and innovative educational leaders.
| Author | : |
| Publisher | : |
| Total Pages | : 178 |
| Release | : 2012 |
| Genre | : |
| ISBN | : |
Effective school leaders foster improved student learning and higher academic achievement. Many critics of university-based principal preparation programs fault universities for failing to improve efforts to prepare candidates to address the complex issues facing principals in today's high stakes accountability environment. Each principal faces local, state, and federal pressure to influence continuous improvement in achievement results for every demographic group of students. The challenge facing school districts is not the shortage of school administrators, but the shortage of qualified principal candidates who have the ability to collaborate with stakeholders, and the skill to develop an instructional program that ensures all students are learning and achieving at a high level. To support the development of school leaders to lead schools in the 21st century, school districts and universities are joining forces. This qualitative case study examined the Aspiring Administrators Program, a principal preparation partnership program between the San Diego Unified School District (SDUSD) and San Diego State University (SDSU). The researcher conducted and analyzed course documents to better understand the nature of the program. Also, the researcher conducted and analyzed individual and focus group interviews to ascertain the perceptions of the program's first cohort of participants, principal coaches, district personnel, and university faculty. This study particularly examined the goals of the program and the various program features intended to help achieve the goals. As well, the study explored the nature of the district/university collaboration that facilitated the program's design. Finally, the study examined preliminary evidence that indicated the extent to which the program's candidates were acquiring the necessary skills, knowledge, and dispositions necessary for effective school leadership. The results suggest that the Aspiring Administrators Program shows promise increasing the extent to which aspiring administrators obtain the skills, knowledge, and dispositions needed to improve school-wide achievement, resulting in the closing of achievement gaps.
