2012 UCEA Convention

Aligning Preparation and Practice: An Analysis of States’ Principal Licensure Requirements and Performance Standards. Linda R. Vogel, University of Northern Colorado; Spencer Weiler, University of Northern Colorado
This qualitative study analyzed the principal licensure requirements and principal standards in all 50 states in 2012 to identify similarities and differences between the states, as well as the quality of the expectations for obtaining a principal license and demonstrating effective school leadership practices using a rubric developed by the authors. Findings include alignment of preparation and practice expectations within and across states and responsibility for student performance.

Creating a longitudinal growth matrix for school leadership programs using standards as benchmarks in evaluation. Jessica Ellen Hearn, Eastern Kentucky University
Principal preparation programs can use standards as benchmarks to evaluate and develop a growth matrix to determine value added. This paper explains the data collection plan for a longitudinal evaluation of a new Ed.S. program beginning with the first cohort’s reported level of mastery in 51 functional areas adapted from Kentucky’s Dispositions, Dimensions, and Functions. Students in a parallel program were used for comparison to establish levels of mastery upon exit.

Leadership Preparation Programs Make a Difference. Mary Ellen T. Freeley, St. John’s University; Karen Gagliardi, Lakeland School District
A recent study of elementary principals has shown that leadership preparation programs make a difference. The mixed-method, causal-comparative, and interview based study aimed to develop an understanding of the way in which school principals perceived their level of preparedness. Findings indicated that those prepared in alternative programs perceived their preparedness toward meeting the ISLLC standards in a positive way.

Pushing Back and Forging Ahead: Making Principal Preparation Responsive to State and National Changes. Linda R. Vogel, University of Northern Colorado; Spencer Weiler, University of Northern Colorado; Tony Armenta, University of Northern Colorado
This paper presentation discusses various state and national contexts, including competition from online for-profit principal preparation programs and teacher evaluation, school accountability, equity, and Response to Intervention mandates that require university-based leadership preparation programs to re-examine and revise program delivery and content. The changes in one Western principal preparation program is examined in detail, including the development, implementation, and evaluation of online cohorts, reflective and embedded internship experiences, and a variety of curricular changes.