Presentation Transcript

1. FAPEL Spring Meeting: 1/13/14 Leonard Burrello John Mann Megan Trierweiler Job-Embedded Principal Preparation

   USF Gulf Coast Partnership

2. Project Goals January 2012 - June 2014 Collaboration between USF and 4 partner districts Manatee Pasco Pinellas Polk Creating a seamless principal preparation program Combining level I and level II programs Creating a sustainable collaborative program
3. Intern Overview Internship year Front loaded academic course work Year long job-embedded internship with integrated coursework during Fall, Spring II, and Summer semesters Guidance from school based mentor and USF faculty
4. Resident Overview Resident year Individualized 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
5. Intern Accomplishments
6. Intern Challenges
7. Intern Challenges
8. Resident Accomplishments
9. Resident Challenges
10. 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.
11. Florida Principal Leadership Standards Analysis Hypothesis 208 indicators of leadership success is unmanageable Data Sets Intern self analysis- N =15 - Pre-Mid-Post Resident self analysis- N= 39 - Pre- Post Mentor analysis-N=15 - Post Analysis Confirmatory factor analysis to identify specific indicators that can be the focus for various groups
12. Standard Indicator Reduction
13. 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.
14. 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
15. 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