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: [email protected] or [email protected]