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Research: data include about 75 hours of interviews with two cohorts of aspiring principals and 25 hours with the five assigned leadership coaches (N=25). Analysis uses deductive and inductive coding grounded in brokering and social networks brokerage theories. Findings: five issue areas and evidence that coaches regularly function as brokers and third-party influencers, aided by coaching design and tools. Conclusion: coaching tied to principal preparation can strengthen clinical development opportunities and informs leadership preparation and coach deployment.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/using-leadership-coaching-to-strengthen-the-developmental-opportunity-of-the-clinical-experience-for-aspiring-principals-brokering-and-third-party-influence/602128/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/using-leadership-coaching-to-strengthen-the-developmental-opportunity-of-the-clinical-experience-for-aspiring-principals-brokering-and-third-party-influence/602128.png","ImageObject",300,407,{"name":42,"@type":43},"acoobca","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the document’s main purpose?","Question",{"text":63,"@type":64},"It identifies the key issues that university-based leadership coaches address to strengthen the developmental opportunity of the clinical experience for aspiring principals, and describes how coaches act on those issues.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What research data and participants were used?",{"text":68,"@type":64},"The study uses data from roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to those aspirants, for a total of N=25.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the five key issues leadership coaches act upon?",{"text":72,"@type":64},"The issues include: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) the aspirant’s identification of and engagement with clinically important work; (d) aspirant access to and/or authority for clinical work; and (e) developmental supports provided by mentors.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},602128,1792165016,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},3985747870733,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals: The Importance of Brokering and Third-Party Influence  \nShelby Cosner and Craig De Voto   \nEducational Administration Quarterly 2023, Vol. 59(1) 3–39 © The Author(s) 2023  \nArticle reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)DOI: 10.1177/0013161X231153812 [journals.sagepub.com/home/eaq](journals.sagepub.com/home/eaq)  \nAbstract  \nPurpose: To identify key issues that university-based leadership coaches act upon in work to fortify the developmental opportunity of the clinical experience for aspiring principals, and how leadership coaches act upon these issues. Research: Data include roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to these aspirants (N = 25). Drawing theoretically upon brokering and social networks brokerage, analysis of transcripts used both deductive and inductive coding. Findings: We identified five key issues acted upon by leadership coaches, including: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) aspirant identification of and engagement with clinical work of developmental importance; (d) aspirant access to and/or authority for clinical  \nUniversity of Illinois at Chicago, Chicago, IL, USA  \nCorresponding Author:  \nCraig De Voto, University of Illinois at Chicago, 1240 W. Harrison Street, 1570-V, Chicago, IL 60607, USA.  \nEmail: [cdevot2@uic.edu](cdevot2@uic.edu)  \nwork; and (e) the developmental supports provided to aspirants by mentors. Drawing upon theories of brokering, social networks brokerage, and thirdparty influence as we examined how coaches acted upon aspirant issues, we found that coaches regularly worked as brokers and third-party influencersin these pursuits. The structuring and design of coaching as well as coaching tools proved vital to this work. Conclusion: Leadership coaches tethered to principal preparation programs can play an important role in fortifying the developmental opportunity of the clinical experience. Our findings suggest an assortment of implications for leadership preparation, the deployment and design of university-based leadership coaches, and the development of such coaches tied to principal preparation.  \nKeywords  \nprincipal preparation, brokerage, clinical experience, mentoring, coaching  \nIntroduction  \nIn the United States (US), much attention over the last several decades has been directed at understanding effective principal preparation program (PPP) designs and marshaling these findings to spur and support program improvement. Although the clinical experience has historically been regarded as a key PPP element (e.g., Browne-Ferrigno, 2003; Browne-Ferrigno & Muth, 2003; Cordeiro & Sloann, 1996; Hackmann et al., 1999; Jackson & Kelley, 2002; McCarthy, 1999; Pounder & Crow, 2005), an assortment of more recent studies has elevated its importance in supporting aspiring school leader development (Barnett et al., 2009; Crow & Whiteman, 2016; Drake et al., 2021; Reyes-Guerra & Barnett, 2016; Young, 2015) . For example, research comparing more traditional preparation programs to onesidentified as innovative found that more robust internship experiences—that is, full-time, job-embedded, 300+ hours—promote higher levels of leader learning and instructional leadership practice development (Orr & Orphanos, 2011), career advancement (Orr, 2011; Orr & Barber, 2006), and several important working conditions for teachers (e.g., greater professional development and collaboration; see Orphanos & Orr, 2014) . Similarly, research examining exemplary PPPs has identified carefully supervised and well-planned field experiences as a hallmark feature distinguishing such programs (Crow & Whiteman, 2016; Darling-Hammond et al., 2007, 2022;","cbCaicyIwkPT1YBb","https://ap.wps.com/l/cbCaicyIwkPT1YBb","pdf",727494,37,"English","# Introduction\n## Clinical experience as a key element in principal preparation\n## Growing policy and practitioner attention to clinical experience\n## Program improvement efforts to strengthen clinical experience","[{\"question\":\"What is the document’s main purpose?\",\"answer\":\"It identifies the key issues that university-based leadership coaches address to strengthen the developmental opportunity of the clinical experience for aspiring principals, and describes how coaches act on those issues.\"},{\"question\":\"What research data and participants were used?\",\"answer\":\"The study uses data from roughly 75 hours of interviews with two cohorts of aspiring principals and 25 hours of interviews with the five leadership coaches assigned to those aspirants, for a total of N=25.\"},{\"question\":\"What are the five key issues leadership coaches act upon?\",\"answer\":\"The issues include: (a) relational issues between the aspirant and the mentor; (b) insufficient time between the aspirant and the mentor; (c) the aspirant’s identification of and engagement with clinically important work; (d) aspirant access to and/or authority for clinical work; and (e) developmental supports provided by mentors.\"}]","Using Leadership Coaching to Strengthen the Developmental Opportunity of the Clinical Experience for Aspiring Principals - Brokering and Third-Party Influence | PDF",1792094081,93]