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Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2

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Title: Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2
Language: English
Authors: White, Bradford R., Pareja, Amber Stitziel, Hart, Holly, Klostermann, Brenda K., Huynh, Michelle Hanh, Frazier-Meyers, Mary, Holt, Janet K., Southern Illinois University, Illinois Education Research Council, University of Chicago Consortium on Chicago School Research
Source: Illinois Education Research Council. 2016.
Availability: Illinois Education Research Council. Southern Illinois University Edwardsville, Campus Box 1064, Edwardsville, IL 62026. Tel: 866-799-4372; Tel: 618-650-2840; Fax: 618-650-2425; e-mail: ierc@siue.edu; Web site: http://www.siue.edu/ierc
Peer Reviewed: N
Page Count: 86
Publication Date: 2016
Sponsoring Agency: Wallace Foundation
Robert R. McCormick Foundation
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Principals, Administrator Education, Educational Change, College School Cooperation, Instructional Leadership, Internship Programs, Enrollment, Selective Admission, Certification, Partnerships in Education, Mentors, Student Recruitment, College Curriculum, Stakeholders, Mixed Methods Research, Interviews, Online Surveys
Geographic Terms: Illinois
Abstract: In 2010, Illinois policymakers sought to advance statewide school improvement by strengthening school leadership. Illinois became one of the first states to legislatively require a complete redesign of all its principal preparation programs with the goal of ensuring future principals would be "highly effective in leadership roles" and prepared "to improve teaching and learning and increase academic achievement and the development of all students" (Programs for the Preparation of Principals in Illinois, 2016). The new requirements, which went into effect in 2014, called for the reauthorization of all programs and several radical shifts from the status quo. First, all programs had to establish formal partnerships with school districts so that they would be more aware of and responsive to district needs. Second, principal internships required candidates to illustrate the mastery of critical competencies rather than complete observations and log hours. Third, principal training was required to emphasize creating instructional leaders able to catalyze school change rather than developing managers. Fourth, programs also needed to prepare all principals to work with all students from pre-K to twelfth grade, including students with disabilities and English language learners (ELLs). Finally, programs were expected to collect and utilize data for continuous improvement. The current study provides the first statewide, in-depth examination of how Illinois programs and their district partners have interpreted this policy and redesigned their training. Overall, the authors find that Illinois' principal preparation has undergone extensive change. While programs vary, many have made significant alterations to courses, staffing, and district partnerships, and the internship experience has undergone a fundamental change. In this report, the authors will describe these shifts and provide stakeholders' perspectives on their successes and the challenges. The following are appended: (1) Project Advisory Board; (2) Methodology; and (3) Supplementary Data Tables.
Abstractor: ERIC
Number of References: 22
Entry Date: 2016
Accession Number: ED567016
Database: ERIC
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  Data: Navigating the Shift to Intensive Principal Preparation in Illinois: An In-Depth Look at Stakeholder Perspectives. Policy Research: IERC 2016-2
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  Data: <searchLink fieldCode="AR" term="%22White%2C+Bradford+R%2E%22">White, Bradford R.</searchLink><br /><searchLink fieldCode="AR" term="%22Pareja%2C+Amber+Stitziel%22">Pareja, Amber Stitziel</searchLink><br /><searchLink fieldCode="AR" term="%22Hart%2C+Holly%22">Hart, Holly</searchLink><br /><searchLink fieldCode="AR" term="%22Klostermann%2C+Brenda+K%2E%22">Klostermann, Brenda K.</searchLink><br /><searchLink fieldCode="AR" term="%22Huynh%2C+Michelle+Hanh%22">Huynh, Michelle Hanh</searchLink><br /><searchLink fieldCode="AR" term="%22Frazier-Meyers%2C+Mary%22">Frazier-Meyers, Mary</searchLink><br /><searchLink fieldCode="AR" term="%22Holt%2C+Janet+K%2E%22">Holt, Janet K.</searchLink><br /><searchLink fieldCode="AR" term="%22Southern+Illinois+University%2C+Illinois+Education+Research+Council%22">Southern Illinois University, Illinois Education Research Council</searchLink><br /><searchLink fieldCode="AR" term="%22University+of+Chicago+Consortium+on+Chicago+School+Research%22">University of Chicago Consortium on Chicago School Research</searchLink>
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  Data: Illinois Education Research Council. Southern Illinois University Edwardsville, Campus Box 1064, Edwardsville, IL 62026. Tel: 866-799-4372; Tel: 618-650-2840; Fax: 618-650-2425; e-mail: ierc@siue.edu; Web site: http://www.siue.edu/ierc
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  Data: Wallace Foundation<br />Robert R. McCormick Foundation
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Data: In 2010, Illinois policymakers sought to advance statewide school improvement by strengthening school leadership. Illinois became one of the first states to legislatively require a complete redesign of all its principal preparation programs with the goal of ensuring future principals would be "highly effective in leadership roles" and prepared "to improve teaching and learning and increase academic achievement and the development of all students" (Programs for the Preparation of Principals in Illinois, 2016). The new requirements, which went into effect in 2014, called for the reauthorization of all programs and several radical shifts from the status quo. First, all programs had to establish formal partnerships with school districts so that they would be more aware of and responsive to district needs. Second, principal internships required candidates to illustrate the mastery of critical competencies rather than complete observations and log hours. Third, principal training was required to emphasize creating instructional leaders able to catalyze school change rather than developing managers. Fourth, programs also needed to prepare all principals to work with all students from pre-K to twelfth grade, including students with disabilities and English language learners (ELLs). Finally, programs were expected to collect and utilize data for continuous improvement. The current study provides the first statewide, in-depth examination of how Illinois programs and their district partners have interpreted this policy and redesigned their training. Overall, the authors find that Illinois' principal preparation has undergone extensive change. While programs vary, many have made significant alterations to courses, staffing, and district partnerships, and the internship experience has undergone a fundamental change. In this report, the authors will describe these shifts and provide stakeholders' perspectives on their successes and the challenges. The following are appended: (1) Project Advisory Board; (2) Methodology; and (3) Supplementary Data Tables.
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      – Text: English
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      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Education
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      – SubjectFull: Educational Change
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Mentors
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