From Observation to Action: Enhancing Principal Candidates' Growth through Sequenced Practicum Tasks
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| Title: | From Observation to Action: Enhancing Principal Candidates' Growth through Sequenced Practicum Tasks |
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| Language: | English |
| Authors: | Thomas Harvey, Donna Fong, Daryl Ann Borel, Johnny O’Connor |
| Source: | International Journal of Educational Leadership Preparation. 2025 20(1):4-23. |
| Availability: | International Council of Professors of Educational Leadership. Web site: https://www.icpel.org/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Administrator Attitudes, Administrator Education, Supervisor Supervisee Relationship, Teacher Student Relationship, Practicums, Academic Achievement, Educational Strategies, Instructional Leadership, At Risk Students, Program Development, Administrator Qualifications, Models, Learning Analytics, Data Analysis, Teaching Methods, Educational Improvement, Knowledge Level |
| ISSN: | 2155-9635 |
| Abstract: | This study explored the perceptions of principal candidates and their field supervisors regarding the impact of coherently sequenced practicum tasks on candidates' instructional leadership skills. The findings revealed that the quality of practicum experiences and the development of professional relationships between candidates and supervisors are crucial for effective principal preparation. Specifically, the sequenced tasks positively influenced the principal candidates' abilities to use data for leading campus improvement initiatives, collaborate with faculty to develop strategies for improving student achievement, and monitor instructional strategies while reporting progress. Field supervisors noted that collaborative discussions and data analysis within a team setting gave candidates a realistic understanding of educational leadership, particularly in supporting at-risk students. Despite its limitations, focusing on a specific project at a single regional university, this research offers insights into enhancing principal preparation programs. Future research should explore additional sequenced projects targeting diverse student populations and examine the application of this model in other advanced certification programs. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476611 |
| Database: | ERIC |
| Abstract: | This study explored the perceptions of principal candidates and their field supervisors regarding the impact of coherently sequenced practicum tasks on candidates' instructional leadership skills. The findings revealed that the quality of practicum experiences and the development of professional relationships between candidates and supervisors are crucial for effective principal preparation. Specifically, the sequenced tasks positively influenced the principal candidates' abilities to use data for leading campus improvement initiatives, collaborate with faculty to develop strategies for improving student achievement, and monitor instructional strategies while reporting progress. Field supervisors noted that collaborative discussions and data analysis within a team setting gave candidates a realistic understanding of educational leadership, particularly in supporting at-risk students. Despite its limitations, focusing on a specific project at a single regional university, this research offers insights into enhancing principal preparation programs. Future research should explore additional sequenced projects targeting diverse student populations and examine the application of this model in other advanced certification programs. |
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| ISSN: | 2155-9635 |