The Role of Inquiry in Closing the Gap between University Experience and Assistant Principal Career Transition through Simulated Realistic Job Preview

Oct 15, 2026

Uploaded by ahduag

Examines how simulated realistic job previews, informed by inquiry-based feedback, can improve the relevance of an emerging principal preparation program to graduates transitioning into assistant principal roles. Using follow-up interviews with program graduates in a Southwestern public university, the study reports findings from a second interview series conducted one year after an initial investigation. It draws on prior research on effective leadership programs, emphasizing theory-practice integration, strong instructional focus, quality internships, knowledgeable faculty, and ongoing program evaluation.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Purpose of the Investigation

What Makes an Educational Leadership Program Effective?

The Role of Inquiry in Closing the Gap between University Experience and Assistant Principal Career Transition through Simulated Realistic Job Preview W. Sean Kearney David E. Herrington Texas A&M University-San Antonio Educational administration is the weakest program that schools of education offer…most (principal preparation programs) vary in quality from inadequate to appalling. Their shortcomings include irrelevant and incoherent curricula, low admission and graduation standards, inadequate clinical instruction…(and) degrees that are irrelevant to the jobs students eventually hold” (Levine, 2005, B16). Arthur Levine, the president of Teachers College at Columbia University, was roundly lambasted for these comments by the educational leadership community. In particular, his report was criticized for ignoring the many positive aspects of leadership preparation programs (Young, 2005). While Levine (2005) contends that Universities are not connected enough with local district practices, Flessa (2007) counters that non-university based school leadership programs lack the ability to meaningfully critique substandard local district policies that may be in place. Perhaps it is not surprising to find that schools of education have vehemently defended their usefulness – but is there value in Levine’s critique? Can educational administration programs improve their relevance to the jobs their graduates hold while continuing to provide them with a sound theoretical base? PURPOSE OF THE INVESTIGATION This study was undertaken by two professors of educational leadership at a newly established public university in the Southwestern United States. Because the principal preparation program at this institution is nascent, the professors are particularly interested in exploring questions as to the relevance and usefulness of their program to the local educational community. In order to explore this question, the authors recently instituted the practice of conducting follow up interviews with program graduates who have been hired as school administrators. In its first iteration the purpose of these interviews was to ask two primary questions – what did the program do well to prepare graduates for their position as school administrators? And how could the program be improved? The result of the first series of interviews revealed a desire on the part of students to have a greater level of involvement with local school districts (Herrington & Kearney, 2012) . Program enhancements were made NCPEA Education Leadership Review, Vol. 14, No. 1– March 2013 ISSN: 1532-0723 © 2013 National Council of Professors of Educational Administration based on the feedback students provided. Perhaps the most interesting of these changes was the implementation of a pilot program in which core courses are now co-taught by a tenuretrack faculty member and a veteran administrator from a local school district (Herrington & Kearney, 2012) . The purpose of this study (which was conducted exactly one year after the first investigation) is to report on the second set of interviews with program graduates who have been hired as school administrators. This study followed much the same protocol as the previous investigation, with the added benefit of being informed by lessons learned therein. As will be further discussed in the Findings section of this paper, many of the responses from program graduates centered on the desire to have a more realistic job preview. The authorsnow turn their attention to a review of the extant literature on effective educational leadership programs and realistic job previews. What Makes an Educational Leadership Program Effective? Most evaluations of educational leadership program quality are conducted on individual programs and are qualitative in nature. Each of these studies is useful in presenting innovative approaches to program refinement. While it is beyond the scope of this literature review to present all of the inn

FAQs

What was the purpose of the investigation in this study?

The study explored how relevant and useful the principal preparation program was for the local educational community, using follow-up interviews with graduates hired as school administrators.

How did the researchers use interviews to guide program improvements?

They first asked what the program did well and how it could be improved, then used student feedback to implement enhancements such as co-teaching core courses with a tenure-track faculty member and a veteran district administrator.

What traits do high-quality school leadership programs share, according to the literature review?

Common characteristics include a strong leadership theory base for school improvement, instructional leadership emphasis, integration of theory and practice, quality internships, knowledgeable faculty, professional support, and internal evaluation of program effectiveness.

Oct 15, 2026

Uploaded by ahduag