Formative Evaluation of Principal Preparation Program Reform in Illinois

• In Event: 18.017 - Exploring the K–12 Leadership Labor Market in Different Contexts

Abstract

Formative Evaluation of Principal Preparation Program Reform in Illinois

Scholarly Significance

In 2014, Illinois completely overhauled their principal preparation regulations, requiring reauthorization of all programs. This ambitious policy required radical shifts from the status quo, including: the transition from general administrative programs to principal-specific preparation; the establishment of formal partnerships with school districts for program design and delivery; and, the introduction of competency-based internships with support from highly qualified faculty supervisors and mentor principals.

Study Objectives

Illinois has been widely recognized as a leader in the nationwide effort to redesign principal preparation and this study provides the first statewide examination of the implementation of the state’s new policy. The study describes how programs vary in their implementation of the main components of the policy, with the goal of informing and improving ongoing implementation and policymaking efforts. Given that other states have adopted or are planning to adopt similar efforts, the results of this study provide important information that can guide implementation in other states.

Perspective, Data, & Methods

Figure 1 presents the theory of action guiding Illinois’ principal preparation redesign. We approached this study from the perspective of an implementation evaluation effort designed to formatively assess the beginning stages in this feedback loop. The two-year study employed a mixed-methods approach, including phone interviews, site visits, on-line surveys, and document analysis. We interviewed 45 key informants, one-half of whom were affiliated with newly approved principal preparation program, and we also conducted site visits to 12 programs to provide in-depth detail on implementation challenges and perceived benefits from the perspectives of program staff, current students, and district partners across a variety of settings. Course syllabi were collected from a sample of 14 programs and analyzed for content around key components of the requirements. Finally, an online survey was administered to all program coordinators to collect statewide data on programmatic changes, with 21 of 28 programs participating.
Results

The study finds that programs report stronger partnerships with districts under the new policy, although the strength varied somewhat by labor market. Some highly engaged partnerships shared responsibility for curricular design, candidate selection and evaluation, internships, and mentoring. The new programs have substantially lower enrollments than their predecessors, but current candidates are viewed as stronger, more committed, and no less diverse. Although course content increased across all special student populations, there are concerns that preparation is insufficient for leading all students. Competency-based internships focused on leadership rather than observation brought depth and authenticity to the internship experience, but finding placements with all student populations, as well as qualified mentors and supervisors, remains challenging.

These more intensive programs have created tensions between the quality of preparation and the quantity of candidates than can be prepared given current resource constraints and capacity. There are also tensions between the specificity of requirements needed to ensure high quality programming and the autonomy required to respond to local needs, especially for programs in rural labor markets. Resolving these tensions will help determine the fate of Illinois’ redesign efforts and will help guide other states undertake similar reforms.

Author

• Brad White, Illinois Education Research Council