Validating the Principal Residency Practicum Experience: An Examination of Three Principal Residency Models

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Preparation and Professional Development for Leading School Improvement (Table 1)

Abstract

Authentic field-based practicum experiences are essential in preparing principal candidates to effectively and equitably lead schools consisting of Emergent Bilinguals (EBs) and high need students. We described three principal residency models implemented across three principal cohorts: intensive summer residency, enhanced summer residency, and job-embedded. The intensive summer residency consisted of the principal candidates coordinating a summer bridge program. The second model incorporated video and technology-based methods. The third residency model consisted of half-day instructional coordinator duties and half-day administrative duties. The supervisors of these programs provided their reflexive voices to describe the success and challenges of program implementation. The experiences described in this study may assist principal preparation programs in revamping their curriculum to include a more meaningful residency-practicum experience.

Authors

• Nahed Abdelrahman, The University of Southern Mississippi

• Beverly J. Irby, Texas A&M University

• Jordan Donop, Texas A&M University

• Gwendolyn Carol Webb, Texas A&M University

• Rafael Lara-Alecio, Texas A&M University