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The redesign addressed recruitment barriers, including limited applicants meeting state requirements, by aligning the program to current principal preparation research. It emphasizes clinical practice with authentic leadership experiences, individualized mentorship, and strong university-district partnerships, supported by external initiative funding and structured transformation efforts.",{"@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/redesigning-principal-preparation-a-case-study-of-the-asu-educational-leadership-tier-ii-program/601422/",{"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/redesigning-principal-preparation-a-case-study-of-the-asu-educational-leadership-tier-ii-program/601422.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did Albany State University redesign its Tier II principal preparation program?","Question",{"text":112,"@type":113},"ASU faced limited applicants who met state enrollment requirements and struggled with the program’s recruitment viability. The redesign aimed to align preparation with best current thinking and improve rigor and relevance.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key design elements were used in the redesigned program?",{"text":117,"@type":113},"The redesign balanced authentic leadership experiences embedded in clinical practice, individualized guidance and mentorship from experts, and close partnerships with school districts where graduates were likely to work.",{"name":119,"@type":110,"acceptedAnswer":120},"What research questions does the case study address?",{"text":121,"@type":113},"The article asks how ASU redesigned the program across recruitment and selection, curriculum, clinical experiences, and stakeholder partnering, how administrators and faculty were engaged to support change, and what contextual factors helped facilitate the transformation.","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},601422,1792165674,{"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":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Redesigning Principal Preparation: A Case Study of the ASU Educational  \nLeadership Tier II Program  \nJanis E. Carthon  \nAlbany State University  \nDan Aladjem  \nPolicy Studies Associates  \nDeborah V. Daniels  \nEducational Leadership Consultant  \nKathleen Fletcher  \nPolicy Studies Associates  \nOver the past five years, Albany State University (ASU) has reconstituted its Education Specialist Leadership Tier II Program to prepare school principals to work in some of the least served schools in southwest Georgia (and, as described below, outside of Georgia as well). Prior to the redesign of the program, ASU was struggling with a limited number of applicants who met state requirements for enrollment, such as Tier I certification and a school leadership position. Theredesign focused on a vision for a program that would be aligned to the best current thinking on the preparation of principals. This thinking included balancing authentic leadership experiences embedded in clinical practice, individualized guidance and mentorship from experts, and close partnerships with the school districts in which graduates were most likely to work upon graduation. This case study tells the story of what ASU did and how they accomplished this herculean task.  \nKeywords: educational leadership program, partnerships, continuous improvement  \nAuthor Note  \nThe authors thank The Wallace Foundation for funding the University Principal Preparation Initiative (UPPI) . The work would not have been successful without the ongoing advice, encouragement, and support of the leadership at Albany State University, consultants, faculty, staff, district partners, partner providers, state agencies, and The Wallace Foundation network. The authors deeply appreciate the time and thoughtfulness of the individuals interviewed.  \nEducation Leadership Review, Volume 23, Number 1, Fall 2022 286  \nIncreasingly, school reformers are recognizing the central role school leadership can play in improving America’s schools. A recent meta-analysis of the impact of school leaders (Grissom et al., 2021) found that while leadership is second only to teaching among school influences on student success, principals may be even more critical because of the potential for leadership to impact multiple classrooms of students. Acknowledging this impact of school leadership on student achievement raised awareness in school districts and higher education institutions on the importance of leadership training and preparation. Principal preparation is the pathway for aspiring principals to develop the knowledge, skills, and dispositions they need to be effective school leaders. More than two decades of research finds; however, that university-based preparation can lack rigor and relevance. A survey of American Association of School Administrator (AASA) members revealed that some 80 percent were dissatisfied with the quality of candidates available from principal preparation programs (Mendels, 2016) . For over 20 years, the research and evaluation literature on principal preparation programs has emphasized the need for redesign (Darling-Hammond, et al., 2007; Elmore, 2000; Levine, 2005; Peterson, 2002) . Only recently, and with substantial philanthropic support, have a small number of universities undertaken this kind of ambitious redesign.  \nOver the past ten years, several studies (summarized by Mendels, 2016) have focused on the role of school leaders and their impact on student achievement (Anderson & Turnbull, 2019; Bartanen, 2020; Bartanen & Grissom, 2019; Bartanen, et al., 2019; Gates, et al., 2019; Grissom, et al, 2019; Grissom, et al., 2021; Turnbull, et al., 2016) . Five major themes have emerged from these studies that address the need to redesign university principal preparation programs: (1) as noted above, district leaders are largely dissatisfied with the quality of principal preparation programs, and many universities believe that their programs have room for improvement; (2) strong un","cbCaig1LCJ805VRi","https://ap.wps.com/l/cbCaig1LCJ805VRi","pdf",501215,"English","# Background\n## Albany State University (ASU)\n# Program Redesign Approach\n## Recruitment and selection\n## Curriculum and clinical experiences\n## Partnerships with stakeholders\n# Research Questions and Themes","[{\"question\":\"Why did Albany State University redesign its Tier II principal preparation program?\",\"answer\":\"ASU faced limited applicants who met state enrollment requirements and struggled with the program’s recruitment viability. The redesign aimed to align preparation with best current thinking and improve rigor and relevance.\"},{\"question\":\"What key design elements were used in the redesigned program?\",\"answer\":\"The redesign balanced authentic leadership experiences embedded in clinical practice, individualized guidance and mentorship from experts, and close partnerships with school districts where graduates were likely to work.\"},{\"question\":\"What research questions does the case study address?\",\"answer\":\"The article asks how ASU redesigned the program across recruitment and selection, curriculum, clinical experiences, and stakeholder partnering, how administrators and faculty were engaged to support change, and what contextual factors helped facilitate the transformation.\"}]","Redesigning Principal Preparation - A Case Study of the ASU Educational Leadership Tier II Program | PDF",1792092582,48]