School Leadership Preparation Improvement: How the National Council for Accreditation of Teacher Education Transformative Initiative Pathway for Accreditation Improved Clinical Practice

• In Event: Building and Using Assessment and Data Systems to Improve Educator Preparation

Abstract

This study, situated within a larger cross-disciplinary research effort in educator preparation as part of the NCATE Transformative Initiative (TI) accreditation pathway, sought to discover how clinical practice facilitated the shift in mindset from the role of teacher to the role of administrator for candidates in an administrator preparation program, as well as how candidates' experiences and the TI process provided lessons learned to influence overall program improvement. Findings highlight how clinical practice experiences shifted candidates mindset from teacher to administrator perspective, how candidates made curriculum connections through clinical practice, and how mentoring support influenced clinical practice experiences. Findings indicated that the TI pathway proved to be the nexus between theory and practice in educator preparation at the university level.

Authors

• Kimberly Jamison, The George Washington University

• Jennifer K. Clayton, The George Washington University

• Abebayehu Aemero Tekleselassie, The George Washington University