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2001 Study

Principal Principals’ Assessment of the Efficacy and Appropriateness of Their Preservice Administrative Preparation. 2001 Study. Sample. Findings.

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2001 Study

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  1. Principal Principals’ Assessment of the Efficacy and Appropriateness of Their Preservice Administrative Preparation

  2. 2001 Study Sample Findings Effective preservice preparation should require curricula which are more closely aligned with the conditions of practice (the human relations element specifically). Effective preservice preparation should require the thorough exposition of legal requirements and other mandated policies/ regulations (particularly special education policies and laws). Effective preservice preparation should require a meaningful internship/ apprenticeship experience. • 103 practicing principals/mentors interviewed by MA students

  3. Programmatic Changes • Aligned curricula with ELCC standards to ensure every element and sub-element are covered • Replaced conventional comprehensive exam w/portfolio requiring students to evaluate their own mastery of ELCC standards • Infused 32 field-based experiences throughout both MA and post-MA programs, from first course to last, supervised by field mentors

  4. External Changes • NCLB (AYP/accountability/measurable goals) • Standardized tests • Run schools like businesses (competition/ merit pay/outputs) • School choice/voucher programs • Emphasis on technology

  5. WV Board of Education Policy 5310: Evaluation of Principals • Cognitive skills • Responsibilities • Performance characteristics

  6. Current Study • Online survey: strength of preparation on 37 skills listed in Policy 531 (n = 17 MU graduates) • Demographic information • Open-ended questions

  7. Correlations: Age • Age & developing 5-Year Strategic Plan • Age & reflecting on practice • Age & monitoring technology use • Age & using data to improve learning • Age & interviewing/hiring personnel • Age & planning for contingencies • Age & managing paperwork • Age & communicating w/staff and w/ external agencies • Age & writing clearly and correctly

  8. Correlations: Years of Experience • Experience & monitoring technology use • Experience & leading school to AYP • Experience & reflecting on practice • Experience & achieving consensus • Experience & respecting others’ views • Experience & finding PD for staff • Experience & adhering to school laws

  9. Correlations at </= .001 • Experience & leading school to AYP • Experience & reflecting on practice • Experience & adhering to school laws • Age & reflecting on practice • Age & interviewing/hiring personnel • Age & planning for contingencies

  10. Findings

  11. Findings

  12. Findings

  13. Conclusions • Programmatic changes (i.e., curricular alignment w/ELCC standards, portfolio, increased field-based experiences) seem to have improved recent graduates’ satisfaction with preparation • Preliminary findings need to be verified with a larger sample/population

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