This qualitative case study explores the impact of job-embedded principal preparation residency programs through the lens of a school district’s administrator. The school-university partnership provided an innovative way to prepare aspiring school leaders. The job-embedded structure provided an authentic, contextual base experience where aspiring principals served as interns over a 15-month period in their current school district. The praxis of the study positions principal interns to impact teacher growth and improve student achievement during their job-embedded placement. Overall, the school district invested in its own teachers and are now leading their campuses in a principalship role.
Palmer, Dusty L.; Almager, Irma L.; and Valle, Fernando
"Designing our Principal Pipeline from a Job-embedded Residency,"
School Leadership Review: Vol. 14
, Article 8.
Available at: https://scholarworks.sfasu.edu/slr/vol14/iss2/8