USF GULF COAST PARTNERSHIP

Job-Embedded Principal Preparation

FAPEL Spring Meeting: 1/13/14

Leonard Burrello John Mann

Megan Trierweiler

Project Goals January 2012 - June 2014 Collaboration between USF and 4 partner districts

ManateePascoPinellasPolk

Creating a seamless principal preparation program

Combining level I and level II programs Creating a sustainable collaborative program

Intern Overview

Internship yearFront loaded academic

course workYear long job-embedded

internship with integrated coursework during Fall, Spring II, and Summer semesters

Guidance from school based mentor and USF faculty

Courses Sequence

Spring I• Educational LeadershipSummer I• Foundations of Curriculum &

Instruction• Principles of Administration• Culturally Relevant Leadership• PrincipalshipFall• Administrative Analysis & Change• Data-Based Decision-Making• Building Capacity for Continuous

ImprovementSpring II• School Law• Curriculum Improvement• School FinanceSummer II• Practicum

Resident Overview

Resident yearIndividualized development

through the focus on site-based improvement

Collaborative growth using Appreciative Inquiry in Communities of Practice

Broad based development activities for all aspiring leaders

Resident Project Topics

• MTSS• Math• PLC’s• Student

Engagement• Post Secondary

Readiness• Literacy

Intern Accomplishments

Timely completion of partnership logistics

Completed entire program in 15

months including FELE pass rates of

100%

AP Placements for 9 of 15 in first cohort

Intern Challenges

Maximizing support for

student tuition and fees

Balancing course with school based

work

Ensuring adequate time for

supervising mentor with intern

Changes in mentors and/or

intern sites

Intern Challenges

Collecting data from mentors

Competing responsibilities

of faculty

Conflicting perceptions of

principal preparedness

Resident Accomplishments

Exposure to best practices through

shadowing and round tables with exemplary

principals

Pilot-tested a hybrid model of modules within

a targeted school improvement process known as Appreciative

Inquiry

Extending resident training by district

partners

Resident Challenges

Resident support of differentiated

targeted school improvement

projects

Making school improvement

implementation more research

based

Florida Principal Leadership Standards Analysis Issues:

Standards are not structured to identify singular concepts 10 Standards are 208 indicators, not 45.

Example: Standard 1A as currently written:

○ The school’s learning goals are based on the state’s adopted student academic standards and the district’s adopted curricula; and,

Standard 1A divided into its individual components: ○ 1.A.1 - The school’s learning goals are based on the state’s

adopted student academic standards.○ 1.A.2 - The school’s learning goals are based on the district’s

adopted curricula.

Florida Principal Leadership Standards Analysis Hypothesis

208 indicators of leadership success is unmanageable

Data Sets Intern self analysis- N =15 - Pre-Mid-PostResident self analysis- N= 39 - Pre- PostMentor analysis-N=15 - Post

AnalysisConfirmatory factor analysis to identify specific

indicators that can be the focus for various groups

Standard Indicator Reduction

1 2 3 4 5 6 7 8 9 10

12

6

16

24

55

16

11

16

31

19

3 24

6 74 3 4

12 24 4 4

74

2 31 1 2

5 52 2 2

5

Number of total indicators

Aspiring APs (Interns)

Assistant Principals (Residents)

Principals (Mentors)

How can we use this information Comparing growth among a cohort Comparing people in various places in

their careers Reducing the number of indicators we

focus on in Ed Leadership training District leadership development programs

can better target specific indicators for evaluation of beginning AP’s, experienced AP’s, beginning Principals, etc.

Mid Point Reflections

Value of inter-district collaboration

Reduced risk taking at the school level

Questions as whether or not the scope of the FPLS is too broad

Development of competencies in working with diverse student populations

Looking Forward Expanding work of district partners

Sustainability and expansion of resident program

Modification of internship requirements to support a sustainable model 90 day internship (use of Title II funds?) Student pay tuition, Saturday courses

Contact: burrello@usf.edu or mtrierweiler@mail.usf.edu