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The study first surveys innovative practices used in educational administration programs nationwide, then translates these lessons into a proposed university redesign. It discusses implementation challenges and outcomes experienced by program administrators. 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Sean Kearney  \nTexas A&M University-San Antonio  \nAlbert Valadez  \nTexas A&M University-San Antonio  \nThis paper presents a newly implemented model of principal preparation at a public university in the southwestern United States. The authors begin by identifying a number of innovative practices currently being carried out within educational administration programs across the United States. Informed by the context of these national models, the authors present their university’s design for the readers’ consideration. This is followed by a discussion of implementation issues (both positive and negative) which the administrators of this program have encountered. Finally, an evaluation matrix is presented which will be utilized in assessing the effectiveness of this principal preparation model.  \nIntroduction  \nIs there a gap between theory and practice within principal preparation programs? If so, what can Universities do to increase the relevance of their programs in order to meet the needs of local school districts? A recent survey of school principals revealed that 67% of respondents felt that their principal leadership programs were out of touch with the reality of what it takes to successfully lead schools today (Farkas, Johnson, & Duffet, 2003) . Educational Leadership faculty themselves have recognized the problem. As Martin and Papa (2008) note,“Principal preparation places too much weight on class lectures and theory, and not enough emphasis on application” (p. 14) . The President of the Teachers College at Columbia University further validated this premise when he stated that educational administration programs are irrelevant to the jobs their students will hold as school leaders (Levine, 2005) . While others have criticized Levine for ignoring many positive aspects of principal preparation programs across the country (Young, 2005; Flessa, 2007), there seems to be little doubt that engaging in this debate is necessary if we are to improve current practices and re-envision what principal preparation programs could or should be. The conversation now turns to a review of the extant literature.  \nLiterature Review  \nThere are approximately 500 Universities currently offering principal leadership degrees/certifications across the United States (Young & Brewer, 2008) . Within these programs, there are a number of exciting innovations being instituted in order to improve their  \nEducational Leadership and Administration: Teaching and Program Development  \nVolume 26, March 2015  \nISSN 1064-­‐4474 © 2015 California Association of Professors of Educational Administration  \nimpact and relevance to local schools. While this review of the literature is not meant to provide a meta-analysis of all 500 EDAD programs across the United States, it does provide important context for our own program redesign. The examples of innovation we identified fell into three categories: enhanced entry criteria; increased field-based experiences; and heightened support after graduation.  \nEnhanced Entry Criteria  \nOne way that a principal preparation program can attempt to produce higher quality graduates is to enhance program entry requirements (Hess, 2003) . Examples of this can be found at both the University of Louisville and the University of San Diego in which applicants must be nominated by their principal before being accepted into the leadership program (Davis & DarlingHammond, 2012; Orr, 2006; Orr & Orphanos, 2011) . In Jefferson County, Kentucky, the school district actually pays the tuition for up to three educational leadership courses for participants whom they have recommended (Davis, Darling Hammond, Meyerson, & LaPointe, 2005) . Providing monetary support for candidates doubtless heightens the importance of selecting the right candidates to endorse. Another example of vetting at program entry is to hav","cbCailOVL15zusWK","https://ap.wps.com/l/cbCailOVL15zusWK","pdf",239320,12,"English","# Introduction\n# Literature Review\n## Enhanced Entry Criteria\n## Increased Field-Based Experiences","[{\"question\":\"What gap does the paper address in principal preparation programs?\",\"answer\":\"The paper asks whether there is a gap between theory and practice and how universities can make programs more relevant to local school district needs.\"},{\"question\":\"What three categories of innovations are identified in the literature review?\",\"answer\":\"The review groups innovations into enhanced entry criteria, increased field-based experiences, and heightened support after graduation.\"},{\"question\":\"How does the paper propose evaluating the effectiveness of the redesigned program?\",\"answer\":\"It presents an evaluation matrix that will be used to assess how effective the principal preparation model is.\"}]","Ready From Day One - An Examination Of One Principal Preparation Program’s Redesign In Collaboration With Local School Districts | PDF",1792094756]