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It documents strategies used to address faculty turnover, intensive eight-week scheduling, limited programmatic supports, and underperformance on the Performance Assessment for School Leaders (PASL). Findings show improved student performance and higher enrollment, demonstrating how strategic planning and effective methods can strengthen program quality and student readiness for leadership roles.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/achieving-significant-change-in-an-educational-leadership-program-a-case-study-vol-32-no-2/603202/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/achieving-significant-change-in-an-educational-leadership-program-a-case-study-vol-32-no-2/603202.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What educational programs does the case study focus on?","Question",{"text":112,"@type":113},"The case study focuses on Southeast State University’s online Educational Specialist (Ed.S.) and Tier II Certification-Only (Tier II) programs aligned with Georgia’s Tier II certification requirements.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What challenges did the programs face before strategic refinement?",{"text":117,"@type":113},"The programs faced challenges including faculty turnover, the intensity of the eight-week class schedule, insufficient programmatic supports, and less-than-desirable performance on the Performance Assessment for School Leaders (PASL).",{"name":119,"@type":110,"acceptedAnswer":120},"How did the article evaluate the impact of the implemented strategies?",{"text":121,"@type":113},"It examines targeted actions to improve faculty stability, refine the course format, enhance program support, and better prepare candidates for the PASL assessment, linking these efforts to outcomes in program quality and student success.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},603202,1792123015,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","ACHIEVING SIGNIFICANT CHANGE IN AN EDUCATIONAL LEADERSHIP PROGRAM:  \nA CASE STUDY  \nBINBIN JIANG  \nJEFFREY ROBINSON  \nNICHOLAS CLEGORNE  \nTAK CHEUNG CHAN  \nKennesaw State University, U.S.A.  \nABSTRACT  \nThis article explores the unique structure and challenges faced by Southeast State University’s Educational Specialist (Ed.S.) and Tier II Leadership Certification programs. It highlights the effective strategies implemented to address these challenges and their positive effects on program quality and student success. The findings indicate significant improvements in student performance and increased program enrollment, providing valuable insights for sustainable educational planning and leadership development. These insights emphasize the critical role of strategic planning and effective methods in enhancing the quality of educational leadership programs.  \nINTRODUCTION  \nEducational leaders play a crucial role in schools’ progress in fostering environments that promote student achievement, teacher development, and overall institutional success. Preparing effective leaders through educational leadership programs is a major contributing factor. In recent years, accelerated programs have emerged, enabling professionals to earn advanced degrees in shorter periods while maintaining their professional obligations. An accelerated program is an academic framework that enables learners to complete their studies faster than traditional programs while maintaining program, instructional, and learning quality. Young et al. (2017) note that these programs serve the needs of busy professionals by offering flexible and demanding coursework. Evidence-based research has demonstrated that performance-based education models promote active learning and allow leadership students to address school-related issues that complement and refine their professional activities (Darling-Hammond et al., 2010; Darling-Hammond, 2021) . These programs are designed to bridge the gap between educational theory and practice, preparing students to transform theoretical constructs into actionable strategies to improve school performance (Clifford & Mason, 2013; Darling-Hammond et al., 2021) .  \nThe fully online Educational Specialist (Ed.S.) and Tier II Certification-Only (Tier II) programs at Southeast State University provide advanced training specifically designed for leadership roles, such as school principal or district administrator, aligned with the state of Georgia’s Tier II certification. The Ed.S. program is designed for those seeking a professional degree above a master’s degree, while the Tier II Certification-Only program is for those seeking to add certification to a previously earned Ed.S. or Ed.D. The programs facilitate accelerated, performance-based learning with applied practice through which candidates can complete the Ed.S. in three semestersand can complete the Tier II Certification-Only program in two semesters. Candidates benefit from a performance-based residency model where they work directly in their professional settings, applying their learning in real-world environments while being supported and guided by an assigned leadership candidate support team. Although the programs mentioned have strengths, they have faced challenges that included faculty turnover, the intensity of the eight-week class schedule, insufficient programmatic supports, and less-than-desirable performance on the Performance Assessment for  \nEducational Planning | Spring 2025 42 Vol. 32, No. 2  \nSchool Leaders (PASL), an assessment required for earning certification. The strategic refinement to address these issues was designed to address the above issues to improve the quality of programs and graduate preparedness for leadership roles in educational settings.  \nThis article explores targeted strategies implemented by SESU to address these challengesand to assess their impact on program quality and student success. By examining the actions taken to improve faculty stabi","cbCaimdVG4DTyego","https://ap.wps.com/l/cbCaimdVG4DTyego","pdf",217922,15,"English","# Introduction\n# Literature Review\n## Accelerated Principal Preparation Programs","[{\"question\":\"What educational programs does the case study focus on?\",\"answer\":\"The case study focuses on Southeast State University’s online Educational Specialist (Ed.S.) and Tier II Certification-Only (Tier II) programs aligned with Georgia’s Tier II certification requirements.\"},{\"question\":\"What challenges did the programs face before strategic refinement?\",\"answer\":\"The programs faced challenges including faculty turnover, the intensity of the eight-week class schedule, insufficient programmatic supports, and less-than-desirable performance on the Performance Assessment for School Leaders (PASL).\"},{\"question\":\"How did the article evaluate the impact of the implemented strategies?\",\"answer\":\"It examines targeted actions to improve faculty stability, refine the course format, enhance program support, and better prepare candidates for the PASL assessment, linking these efforts to outcomes in program quality and student success.\"}]","ACHIEVING SIGNIFICANT CHANGE IN AN EDUCATIONAL LEADERSHIP PROGRAM - A CASE STUDY - Vol 32 - No 2 | PDF",1792095891,38]