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PROGRAM REDESIGN, AND EDUCATIONAL PLANNING  \nARVIN D. JOHNSON  \nKennesaw State University  \nSTEPHANIE JAMES  \nJacksonville University  \nABSTRACT  \nThe purpose of this reflective research was to highlight professor and principal perspectives on the most impactful principal preparation components. These perspectives were aligned to literature in the field and used to inform educational planning during a leadership program redesign at a small, private university in the southeastern region of the United States. Eight participants were interviewed to gain their unique perspectives of what should be included in the program redesign. Results were coded and organized into themes by participant group. The themes were then used as reflection points to inform program redesign and educational planning.  \nINTRODUCTION  \nUniversity educational leadership programs play a critical role in preparing aspiring school leaders (Hess & Kelly, 2007; Mendels, 2016). Universities offering programs that lead to state certification in educational leadership typically align their programs to state requirements (Johnson, 2016) . Each state is responsible for developing initial principal preparation standards, articulating guiding policies, and supporting the preparation needs of local school districts (Manna, 2015) . In addition to different state standards, there are nearly 100,000 public schools in the United States all with different leadership needs (Snyder, 2018) . Several factors including school quantity, state educational leadership certification policies, and a changing local contexts impact leadership preparation. These factors accentuate the needs for deliberate and ongoing educational planning among university faculty and district-based professionals.  \nEmpirical research has supported several elements of effective principal preparation. Instructional leadership is an area of focus that is essential to principal preparation programs (Taylor-Backor & Gordon, 2015). Other critical areas of principal preparation include data analysis and usage, human resources, school law, budget, community relations, school culture, and effective internships (Crow & Whiteman, 2016; Davis & Darling-Hammond, 2012; Hess & Kelly, 2007; Perilla, 2014; Quin, Deris, Bishoff, & Johnson, 2015) . In addition, internships or field experiences area very common aspect of principal preparation programs nationally and internationally (Anderson & Reynolds, 2015; Campbell & Parker, 2016). In this research, we examined faculty and principal perspectives of principal preparation to inform redesign efforts in the educational leadership department at a university in the southeastern region of the United States. These perspectives were interpreted and analyzed based on existing empirical research, and allowed the researcher practitioners to reflect upon their initial thoughts for planning a program redesign.  \nEducational Planning 19 Vol. 25, No. 3  \nCONCEPTUAL FRAMEWORK  \nThis reflection research was based on several established concepts in the area of educational leadership. These concepts helped the practitioner researchers frame the study and provided critical context for an educational leadership program redesign. The conceptual framework of this research was based on chasms in leadership preparation perspectives, the need for multiple perspectivesin leadership preparation, inconsistencies in beliefs of the effectiveness of university principal preparation programs, the notion that school leadership has an overall impact on school success, and andragogy.  \nChasms have long existed between and among practitioner and researcher perspectives of principal preparation and professional learning (Bowers, 2017; Dimmock, 2016; Labaree, 2003; McCall, 2014). These perspective chasms exist in a variety of areas to include effective leadership practices, preparation, and important local factors (Hallinger, 2018) . One way to begi","cbCaijS48hJiJ1cv","https://ap.wps.com/l/cbCaijS48hJiJ1cv","pdf",151197,12,"English","# Abstract\n# Introduction\n# Conceptual Framework","[{\"question\":\"What is the purpose of the reflective research?\",\"answer\":\"To highlight professor and principal perspectives on the most impactful components of principal preparation and use those perspectives to inform educational planning during a leadership program redesign.\"},{\"question\":\"How were participant perspectives collected and analyzed?\",\"answer\":\"Eight participants were interviewed, then results were coded and organized into themes by participant group, which were used as reflection points for redesign and planning.\"},{\"question\":\"What does the conceptual framework emphasize?\",\"answer\":\"It frames the study around gaps between leadership preparation perspectives, the need for multiple perspectives, inconsistencies in beliefs about program effectiveness, the impact of school leadership on school success, and andragogy.\"}]","PRINCIPAL AND PROFESSOR PERSPECTIVES ON PRINCIPAL PREPARATION, PROGRAM REDESIGN, AND EDUCATIONAL PLANNING | PDF",1792094961]