Addressing the information needs of a Principal Preparation Program
Date
2022
Authors
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Publisher
University of Delaware
Abstract
This Educational Leadership Portfolio (ELP) addresses the information needs of the staff involved with the Delaware Academy for School Leadership (DASL) Principal Preparation Program (PPP). As a program that prepares and certifies school principals in the State of Delaware, DASL staff sought to understand the extent and ways in which they are meeting their objectives. DASL staff also sought to understand the extent and ways in which the program is consistent with high-quality criteria established by leading national organizations. Therefore, one primary goal of this ELP was to produce information that identified the strengths and areas of improvement for PPP. A secondary goal of this ELP was to develop the capacity of the PPP staff to embed an evaluation design process into the program where data are regularly collected and analyzed as part of regular program processes. ☐ To move from PPP’s state in the program that was marked by a gap between available program data and needed program data, to the desired state wherein PPP stakeholders have program data connected to the Program Logic, I engaged in a participatory, theory-based program evaluation process. Data were collected through surveys, interviews, and analyses of program documents, and analyzed for (a) the ways in which PPP strategies are implemented and (b) the ways in which, extent to which, and conditions in which the objectives are met relative to the PPP logic, UCEA Institutional and Program Quality Criteria and the Quality Matters™ Domains (UCEA, 2012; King, 2018). ☐ Findings from the evaluation demonstrate that program graduates overwhelmingly feel well-prepared for school leadership. Additionally, there are overall high levels of satisfaction with the program. Data also show that PPP is a thoughtfully designed and executed program that involves intentional recruitment, a rigorous selection process, high quality teaching and learning, and continued professional support upon graduation. One noted highlight is the program’s personalized approach, where faculty and staff make intentional efforts to get to know students as individuals and support students’ success beyond graduation. Students also report very positively on the cohort structure, indicating that this structure supports the development of strong, lasting personal and professional relationships with peers and staff. ☐ Recommendations for program improvement were generated as part of a participatory process with the DASL PPP staff in July 2021. PPP staff have prioritized their next steps as engaging in a full curriculum review and update to ensure the curriculum (a) continues to demonstrate relevance on current educational issues; (b) is aligned to a new Praxis licensure examination; and (c) includes the most current research, materials, and topics. Lastly, recommendations for an embedded evaluation approach were provided to the DASL PPP Program Manager.
Description
Keywords
Preparation, Principal, Delaware