From Paper to Praxis: Council for the Accreditation of Educator Preparation Accreditation as a Situation and a Tool to Theorize Leadership Preparation Transformation

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

Abstract

In 2007, Black and Murtadha theorized a signature pedagogy for educational leadership preparation programs. This paper is a case study of how an urban leadership preparation program worked to realize this social justice-oriented signature pedagogy pedagogy in the development and assessment of its candidates while these candidates engage in field-based internships. Addressing requirements associated with a new CAEP accreditation cycle, the program faculty determined to enhance program assessments as tools to realize the program’s signature pedagogy. Transforming the preparation program to meet CAEP accreditation created a leadership situation (Spillane, Halverson, & Diamond, 2004) presenting an opportunity to analyze and theorize lessons in realizing a leadership preparation praxis. This analysis was conducted through an institutional logics perspective (Thornton et al., 2012).

Authors

• Rodney S. Whiteman, Indiana University

• Brendan D. Maxcy, Indiana University - IUPUI

• Samantha Paredes Scribner, Indiana University - Indianapolis

• Thu Suong Thi Nguyen, Indiana University - IUPUI

• Khaula Murtadha, Indiana University - Purdue University at Indianapolis

• Hardy Murphy, Indiana University - Bloomington