Principal Residency Program Completers' Perceptions of Program Experiences

• In Event: School Principals' Competency, Efficacy, and Practices

Abstract

This study investigated ways in which principal residents experienced a new two-year principal residency program in an urban, high poverty, high minority school district. The three principal residents were issued a survey and then interviewed individually. Data demonstrated that the residents felt increased capacity as future school leaders. Specifically, they felt prepared to work with students administratively, create a positive learning environment and school climate, and manage the time constraints of the role of principal. Participants also indicated that more guidance and experience resolving challenging staff issues would have been helpful. This study is significant as it adds to the currently small body of research about principal residency programs, especially those located in smaller communities.

Authors

• Tiffany Wright, Millersville University of Pennsylvania

• Ann Cancilla Gaudino, Millersville University