Virginia Principal Support Program (VAPSP): Cultivating and Supporting School Leaders Case Study
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| Title: | Virginia Principal Support Program (VAPSP): Cultivating and Supporting School Leaders Case Study |
|---|---|
| Language: | English |
| Authors: | Monica B. Smith-Woofter, Jaclyn R. Nickel, Doug A. Alderfer, Mark A. Rumley, Nancy N. Barbour, James C. Ellerbe |
| Source: | School Leadership Review. 2024 19(1). |
| Availability: | Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/ |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, School Administration, Beginning Principals, Case Studies, Leadership Training, Management Development, Program Evaluation, Professional Development, Self Efficacy, Persistence, Administrator Attitudes, Leadership Effectiveness |
| Geographic Terms: | Virginia |
| ISSN: | 1559-4998 |
| Abstract: | Principal support programs focused on advising and professional development can have positive impacts for early career principals and the teachers they lead. The mixed-methods case study aims to report on the impacts of a customized support program on early career principals. The case study gives insights on how a university-designed professional development and advising can have favorable impacts on participating individuals and teacher retention within their schools. The case study specifically reports on the participating early career principal retention rates, teacher retention rates within the early career principals' respective schools, and the benefits of both professional growth and development and one-on-one advising. Early career principals and principal advisors report on their own self-efficacy and leadership mastery of the professional standards for educational leaders. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1462487 |
| Database: | ERIC |
| Abstract: | Principal support programs focused on advising and professional development can have positive impacts for early career principals and the teachers they lead. The mixed-methods case study aims to report on the impacts of a customized support program on early career principals. The case study gives insights on how a university-designed professional development and advising can have favorable impacts on participating individuals and teacher retention within their schools. The case study specifically reports on the participating early career principal retention rates, teacher retention rates within the early career principals' respective schools, and the benefits of both professional growth and development and one-on-one advising. Early career principals and principal advisors report on their own self-efficacy and leadership mastery of the professional standards for educational leaders. |
|---|---|
| ISSN: | 1559-4998 |
