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Abstract

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.

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