Utilizing a Coherent Sequence of Observations to Restructure the Principal Practicum - Volume 23 - Issue 1 - Fall 2022

Oct 15, 2026

Uploaded by hdkawk

Using research-based practices, a Texas principal preparation program restructured its practicum through a funded, mandated sequence of three coherently linked field activities. Candidates performed the activities on school campuses and archived video evidence. Certified university field supervisors asynchronously observed and evaluated the recordings, then delivered one-to-one synchronous feedback, coaching statements, and individualized goals. Researchers analyzed candidate and supervisor data to identify qualitative themes regarding the impact of these sequenced observations on leadership development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Introduction

Research-Based Practicum Restructuring

Coherent Sequence of Observations

Theoretical Framework

Standards and Best Practices

Literature Review

Definitions

Utilizing a Coherent Sequence of Observations to Restructure the Principal Practicum Thomas W. Harvey Lamar University Donna Fong Lamar University Neil Faulk Lamar University Shelly Allen Lamar University Glenn Harrison Lamar University Donna Azodi Lamar University Using research-based practices a principal preparation program located in Texas restructured its practicum activities. Funded by a research grant, sponsored by Academic Partnerships, three coherently sequenced field activities, were developed and mandated as part of the practicum. These activities were performed by principal preparation candidates on school campuses and archived using video recordings. The video recordings were asynchronously observed and evaluated by certified university field supervisors. Upon completion of the evaluation, individual feedback, coaching statements, and goals were shared with each candidate in a one-to-one synchronous conference led by field supervisors. Researchers analyzed data to identify qualitative themes concerning the impact of the coherently sequenced activities. Data from the principal candidates and field supervisors were analyzed. (In memoriam, the authors recognize the contributions of Donna Azodi in this research effort.) Keywords: Principal Preparation, Principal Internship, Field Supervision Education Leadership Review, Volume 23, Number 1, Fall 2022 221 During the spring of 2022, a university located in Texas piloted research-based processes in the practicum effort of its principal preparation program. Evolving state and national standards, administrative rules from the state educational agency, and a desire for program improvement created the impetus that advanced substantial change in the practicum experiences of principal candidates. Enhanced with the assistance of revenue awarded from a competitive research grant, the principal preparation program developed three coherently sequenced and program mandated practicum observations that shaped the evolution of the practicum experiences. The coherent sequence of observations found principal candidates being observed three times while leading one major campus-based project that stretched across 15 weeks. The observation activities were considered coherently linked to each other because they addressed a single purposed project/topic outlined in a document entitled Observation Guidelines. They were considered sequenced observations because the activities built upon each other. The first observation conducted within the first five weeks of the practicum established a base for future observations. The second observation, conducted in the middle of the 15-week experience, built upon the base that was established in the first observation. The third and final observation conducted toward the end of the practicum appropriately concluded the activities of the campusbased project. Principal candidates video recorded themselves leading these coherently sequenced campus activities. These recordings became practicum observations. Theoretical Framework Often, the principal practicum and its activities have clear compliance requirements but have nebulous and inconsistent processes. Tally (2011) revealed that many principal candidates reported principal preparation programs needed restructuring to incorporate more clinical experiences in which candidates were afforded opportunities to both practice and apply leadership skills. Specifically, candidates wanted more opportunities for collaborative problem-solving in a community of peers. In addition, principal candidates valued, as an integral part of their skill development, the presence of a trusted, experienced leadership coach, or field supervisor, who guides, supports, and monitors their performance. In Tally’s (2011) study, candidates readily shared examples of critical incidents where leadership coaches or field supervisors assisted them in handling real school issues. Since Tally (2011), t

FAQs

What change did the Texas principal preparation program implement in the practicum?

It restructured practicum activities by developing three coherently sequenced, program-mandated field observations designed to evolve candidates’ practicum experiences.

How were candidates’ practicum activities evaluated?

Candidates video recorded themselves leading a major campus-based project, and certified university field supervisors asynchronously observed and evaluated those recordings.

What happened after field supervisors completed evaluations?

Supervisors shared individual feedback, coaching statements, and goals with each candidate through a one-to-one synchronous conference.

Oct 15, 2026

Uploaded by hdkawk