We describe the contours of one leadership preparation partnership between a university and urban high school district, to demonstrate the affordances that have allowed the partnership to process and weather challenges. Critically, we describe the actual work of collaboration, presenting one extended example of learning-in-action. As such, the…

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…

Principals can and do have an impact on the performance of their schools. Instructional leadership is a key factor influencing that performance, and maximizing the time allocated to instructional leadership can impact the principal's level of influence. Because of operational issues, like budget and finance, principals have less time to focus on…

Following a professional program to ensure qualification for school leadership is a growing trend. However, school leaders have also come to understand and use content from educational programs in widely different ways. There is therefore a need to study how participating school principals experience learning differently within one and the same…

Although research alliances (RAs) have long been seen as mutualistic and reciprocal, RAs face numerous obstacles navigating stakeholders' differing goals, incentives, and information. This longitudinal, comparative case study of two RAs uses principal-agent theory to analyze these interdependent challenges and their relationship to RA strategy and…

Research findings have identified the importance of university/district partnerships in the preparation of principals along with points of dissatisfaction of traditional preparation programs outcomes. While change had and was occurring in some programs, impactful change in the quality of programs and program completers must involve all…

Background: Few "intervention agnostic" strategies have been developed that can be applied to the broad array of evidence-based practices (EBPs) in schools. This paper describes two studies that reflect the initial iterative redesign phases of an effective leadership-focused implementation strategy--Leadership and Organizational Change…

One principal preparation program in Illinois experienced severe turbulence following the statewide redesign of all principal preparation programs. Myriad problems contributed to a cascading turbulence that negatively skewed stakeholder perceptions of program quality. In addition, the program failed two national accreditation submissions and faced…

Recent teacher supervision and evaluation system (TSES) reform efforts have resulted in wide adoption of policies targeting improvements in teaching quality and student outcomes; however, impact of these policies has been inconsistent (Hazi, 2019; Stecher et al., 2018). Failure of TSES efforts to realize their intended outcomes is the result of…

This study examines the work completed by a regional, comprehensive university's principal preparation program in redesigning their curriculum for greater coherence. Their process for identifying equity as a program theme and explicitly addressing learning related to program themes is described. Key steps in the process include: (1) collaborating…

Modern-day educators often share a sense they lack voice and agency with school administration. A classic example is curriculum development, where third-party designers develop uncontextualized curricula, and teachers then must implement the design even if inefficient and ineffective. What happens if this identical situation occurs at the program…

Leadership preparation is essential in developing critical skills of effective school leaders. Educational leadership preparation programs vary greatly in terms of program features, it is important to identify which specific elements are likely associated with program quality. Using multiple years of Initiative for Systemic Program Improvement…

With an increase of English language learners in public schools across the United States, the importance of addressing the needs of students who require language access in their home language has resulted in an increase in the implementation of dual language programs. This increase continues to challenge educators to provide effective programs…

All principals can learn and implement the actions and behaviors that have the biggest effect on student learning outcomes, namely: (1) to establish a clear schoolwide focus on delivering quality instructional experiences for all students; (2) to initiate, lead, and manage change in school processes, programs, personnel, professional learning, and…

Purpose: This study examines a university-based professional learning program, the University School Systems Program (USSP), designed to strengthen district- and school-level leadership for improvement. The program has a record of success in improving student outcomes in participating schools, yet little is known about how the program design may…