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Basom  \nSan Diego State University  \n& Diane M. Yerkes  \nUniversity of San Diego  \nAbstract: School university partnerships have become important in the reform efforts to develop the next generation of school leaders. This study examines one university’s approach of working with several school districts as partners in the development of school leaders. Findings include benefits and concerns from the perspective of students, faculty, and adjunct instructors.  \nIntroduction  \nIncluded in the challenges facing education today is “the dual problem of how to improve the quality of school administrators and how to attract more qualified applicants for positions in school leadership”(Price, 2004, p. 36). The Sylvan-AASA principal preparation program, the Southern Regional Education Board’s (SREB) Leadership Initiative, and the efforts of the State Action for Educational Leadership Preparation (SAELP) are examples of changes occurring in the field of leadership preparation to address these challenges.  \nVolume 16, Fall 2004 47  \nEducational leadership faculty find themselves wondering what role university preparation programs will play in these new programs. Blair (2004) and Young (2003) reported that the role of institutions of higher education in the preparation and continuing education of teachers and principals remains under fire. Young described a widespread assumption that institutions of higher education are not doing theirjobs and that educators are not adequately preparing leaders for the nation’s schools. In addition, many states are moving away from university-based programs as a pre-requisite for an administrative credential (National Center for Education Information, 2004).  \nThe National Commission for the Advancement of Educational Leadership (NCALP) met recently to grapple with higher education’s role in school leadership programs (Hull, 2003). Recommendations from this meeting included suggestions for the preparation of school leaders in the areas of“university-stakeholder partnerships, program content and delivery, program evaluation and accountability, university institutional factors, and policy”(p. 14). A forthcoming California report (CSU Presidents’Task Force on Education Leadership Programs, 2004), based on a statewide TaskForce study, makes ten recommendations for improving leadership preparation; two of which speak to partnerships between universities and school districts and specifically mention the need for collaborative design, delivery, and support of educational leadership programs.  \nIn response to a perceived lack of connection between university preparation programs for teachers and administrators and the field, some universities have initiated partnerships with local school districts to strengthen programs and provide greater relevance to the work in schools and to increase the number of qualified candidates for the principalship (Whitaker & Barnett, 1999). Hoyle (2003) would agree that such partnerships are necessary. He contends that in developing future school executives, universities need, among other ideas, to include school districts in the selection of students, to focus the curriculum on actual school data, and to include assignments that are centered on improving student learning. Citing an example of such work, Kottkamp (2003) noted that Hofstra University’s educational leadership program attaches each learning community toa partner school district, in which the “partner district leaders participate in classes and classes convene in the district”(p. 19), and that real district problems become part of the curriculum.  \nAs with any approach to preparing leaders, school-university coalitionshave advantagesand challenges. This article addresses theemerging trend of schools and universities working together in meeting the challenges of joint preparation of school leaders. The characte","cbCainjPBjwtTgG9","https://ap.wps.com/l/cbCainjPBjwtTgG9","pdf",37130,13,"English","# Introduction\n## Challenges in administrator preparation\n## University-led reforms and partnerships\n# Characteristics of School-University Partnerships\n## Recommended partnership features\n## Grow-your-own program elements\n# Emerging questions for future research","[{\"question\":\"What problem does the study cite as central to educational leadership preparation?\",\"answer\":\"It frames the dual challenge of improving the quality of school administrators and attracting more qualified applicants for leadership positions.\"},{\"question\":\"What does the study examine about the university’s approach?\",\"answer\":\"It investigates how one university works with several school districts as partners in developing school leaders, including stakeholder perspectives on benefits and concerns.\"},{\"question\":\"What partnership features are discussed as important for effective leadership preparation?\",\"answer\":\"The text highlights collaboration in planning and delivery, faculty-practitioner teams, internship development and joint supervision, cohort models, district input on candidates, mentoring, and practitioners-scholars as instructors.\"}]","A School-University Partnership in Administrator Preparation - Learnings and Subsequent Questions | PDF",1792096066,33]