Respondents identified five main areas of benefit from the redesigned principal preparation policy, including more rigorous selection and a more extensive competency-based internship¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Program representatives and stakeholders indicated the new policy produced more rigorous candidate selection, more authentic and practical preparation through an extensive competency-based internship, better pre-K-12 preparation, deeper district partnerships, and consistently higher standards statewide. → Klostermann 2015

Evidence¶

Klostermann 2015¶

Klostermann, B. K., Pareja, A. S., Hart, H., White, B. R., & Huynh, M. H. (2015). Restructuring principal preparation in Illinois: Perspectives on implementation successes, challenges, and future outlook (IERC 2015-3). Edwardsville, IL: Illinois Education Research Council at Southern Illinois University. https://consortium.uchicago.edu/publications/restructuring-principal-preparation-illinois-perspectives-implementation-successes

q2 · i? · qualitative · r?

Perceptual findings from the I-PREP statewide scan of 23 program representatives and 22 stakeholders. The five benefit areas listed are: more rigorous selection of candidates; more rigorous programs with increased authentic and practical preparation due to a more extensive competency-based internship; better preparation across the pre-K through 12 continuum; deeper partnerships; and consistently higher standards statewide.

"The program representatives and statewide stakeholders generally indicated that the new policy has created higher quality principal preparation in Illinois. Overall, respondents indicated the new policy has been beneficial in five main areas:"

Discussion¶

Related Claims¶

• Competency-focused internships improved the depth, clarity, and practicality of principal preparation internships compared with hour-accumulation models — related
• The new policy strengthened university-district partnerships so principal preparation reflects local school needs — a narrower finding that bears on this claim
• The increased number and specificity of policy requirements challenged implementation flexibility, with some viewing the policy as one-size-fits-all — related
• Resource limitations from the redesigned policy are felt at the program, district, and principal candidate levels — related
• Program representatives and statewide stakeholders were largely positive about the goals of Illinois' redesigned principal preparation policy — related
• Stakeholders worry administrative and managerial skills have been de-emphasized despite instructional leadership being a clear focus — related
• Early-career principals cite people skills and emotional intelligence, along with organizational and managerial skills, as most important for successful leadership — related
• High-quality principal preparation and professional development programs are associated with positive principal, teacher, and student outcomes — related
• Students responded most positively to projects that felt authentic and were organized in a clear sequence with manageable milestones — related