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ERIC Number: ED485999
Record Type: Non-Journal
Publication Date: 2005
Pages: 45
Abstractor: ERIC
Reference Count: 68
ISBN: N/A
ISSN: N/A
Learning to Lead? What Gets Taught in Principal Preparation Programs. PEPG 05-02
Hess, Frederick M; Kelly, Andrew P.
Program on Education Policy and Governance
Today, school principals are asked to lead in a new world marked by unprecedented responsibilities, challenges, and managerial opportunities. Are principal preparation programs equipping their charges for this new role? The authors examined the content of instruction at a stratified sample of the nation's principal preparation programs, including the programs training the most candidates, the programs regarded as the most prestigious, and more typical programs. Fifty-six programs were surveyed and at least four "core" course syllabi were collected from 31 that met the standards permitting systematic coding for a total of 210 syllabi. The syllabi yielded 2,424 total course weeks. Some of the key findings include: Just 2% of 2,424 course weeks addressed accountability in the context of school management or school improvement and less than 5% included instruction on managing school improvement via data, technology, or empirical research; 11% of course weeks dealt with instructional management issues like curriculum development, pedagogy, classroom management, and learning theory; and 1% of course weeks dealt with school public relations and small business skills, while less than 1% addressed parental or school board relations.
Program on Education Policy and Governance, Harvard University, Kennedy School of Government, 79 John F. Kennedy Street, Taubman 304, Cambridge, MA 02138. Tel: 617-495-7976; Fax: 617-496-4428; e-mail: pepg@fas.harvard.edu.
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Administrators
Language: English
Sponsor: John M. Olin Foundation, Inc., Alton, IL.
Authoring Institution: Harvard Univ., Cambridge, MA. Kennedy School of Government.