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DEVELOPING
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FUTURE SCHOOL
4 ADMINISTRATORS
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Prepared By: Rolly M. Advincula

 Terminal Objective:
At the end of the session, the participants will be able to draw
effective approaches in preparing them for the job and
creating the right incentives and conditions in support for their
success.

Enabling Objectives:
1. Enumerate and explain different approaches in developing
future School Administrators.
2. Identify and contextualize several key issues that can
contribute to a stronger pipeline of effective school
administra t o r .
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3. Assess the participant’s leadership style.

 “High-achieving nations…make intensive,
consistent investments in teacher and leader
development”

Why there is a need to develop teacher/school

administrator?
What can you say about the nations seeking to
improve their education systems investing in
teacher learning as a major engine for academic
success.
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 To help you clearly realize what should be the
qualities of a good school administrators. Let’s get to
know each of them!

 Embracing Your School's Vision and Mission.

 Cultivating Community and Communication
 Being Open and Adaptive to Change
 Using Data for Greater Development
 Demonstrating Honesty and Integrity
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 To help you clearly realize what should be the qualities of a
good school administrators. Let’s get to know each of them!

 Leading by Example
 Being Persuasive
 Empowering Others
 Assigning More Tasks
 Acting Decisively
 Managing Risk
 Priority Management
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 DIFFERENT APPROACHES IN
DEVELOPING FUTURE SCHOOL
ADMINISTRATORS.

Characteristics of Effective Principal Preparation

Programs
Contemporary principal preparation programs focus on
developing three levels of knowledge:(1) declarative (the
ability to describe effective leadership), (2) procedural (actual
implementation of leadership skills), and (3) contextual
(matching appropriate actions to aspecific context or
situation) (Cunningham, VanGronigen, Tucker, & Young,
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2018). Arming principal candidates with these levels of

knowledge and skills is thought to offer the best chance
 DIFFERENT APPROACHES IN
DEVELOPING FUTURE SCHOOL
ADMINISTRATORS.

that learning in programs will transfer

and help principals lead effectively in any school context.
Because of the increasing complexity of school leadership,
school leaders must engage in transformational learning that
equips them with the capacity to “analyze the situations they
face to understand How to approach various situations and
decisions and to articulate the Why that undergirds their
actions and decision making”.
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 Rigorous recruitment and selection
of program candidates.

Rigorous recruitment and selection processes in

principal preparation programs are important
components of program effectiveness, and these
practices have been found in exemplary preparation
programs. Recruitment and selection are
complementary processes; recruitment strategies
impact the candidate pool in terms of characteristics
such as diversity and degree of leadership potential,
while selection strategies emphasize the intentional
or unintentional ways that candidates are invited
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into preparation programs.

 Research-based and standards-
aligned curriculum.

Research shows that exemplary preparation

programs align with research-based standards and
coherently link program goals, learning activities,
and assessments with the program’s shared values,
beliefs, and knowledge about what constitutes
organizational effectiveness. Learning and
instruction represent the technical core of
schooling , and principals are charged with creating
structures and programs to support teaching and
learning.
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 Meaningful and authentic
learning experiences.
Problem-based learning and reflection
Authentic, meaningful, and relevant problem-solving
activities through the use of instructional activities such
as case studies and simulations have received some
research support. Principals need to understand,
represent, and solve problems encountered in practice,
and some evidence suggests that this problem solving
can be taught and developed in candidates and offers
away to practice skills in protected and safe settings.
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 Meaningful and authentic
learning experiences.
Internships and leadership mentoring/coaching
Field-based experiential learning through internships
involves principal candidates applying and refining their
skills as they serve in varying leadership capacities under
the wing of experienced and ideally expert principals;
this training is key to high-quality principal preparation
and strongly influences the candidates’ learning and
capacity to serve as instructional leaders in their schools.
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 Supportive program structures
for candidate learning.
Cohort models

Cohort models have been shown to increase the

likelihood of program completion; build candidates’
capacity to develop peer relationships and networks
and help them develop a sense of trust and community
in their programs; improve leadership learning and
development; and increase the likelihood that
candidates feel well prepared for the principal role.
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 Supportive program structures
for candidate learning.
Online/distance learning models
-online learning models are a growing trend
in delivery mode for educational leadership
preparation programs. Some programs are
fully online while others offer hybrid
models, which include both in-person and
distance coursework.
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 Authentic and meaningful
student assessment.
High-quality principal preparation programs use
standards-based assessments to elicit feedback for both
the candidate and the program generally; these
assessments are tied to program vision and goals
and are used for continuous program improvement
Examples included structured portfolios containing
critical work products, problem-based learning
projects, professional platform statements, monthly site
visits, and formal evaluations.
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 Why is it important
to develop our future
school
administrators?
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 IDENTIFY AND CONTEXTUALIZE SEVERAL
KEY ISSUES THAT CAN CONTRIBUTE TO A
STRONGER PIPELINE OF EFFECTIVE
SCHOOL ADMINISTRATOR

A recent report highlighted concerns with many principal

preparation programs. The Wallace Foundation (Mendels,
2016) synthesized results from four reports prepared by major
principal preparation organizations including the University
Council for Educational Administration(UCEA); it sought to
assess the quality of approximately 700 university preparation
programs inthe United States through surveys of district and
university leaders. Results indicated that many of these
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programs lacked effectiveness in many key quality areas:

 IDENTIFY AND CONTEXTUALIZE SEVERAL
KEY ISSUES THAT CAN CONTRIBUTE TO A
STRONGER PIPELINE OF EFFECTIVE
SCHOOL ADMINISTRATOR

Five themes emerged: (1)District leaders were frequently

dissatisfied with program quality, and universities
acknowledged the need to improve; (2) strong partnerships
between districts and universities were essential but rare; (3)
courses of study often did not reflect the real jobs of principals
and lacked adequate clinical experience; (4) university policies
and practices often served to hinder improvement; and, (5)
states largely failed to use their authority to improve programs,
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for example, by requiring university-district collaboration for

accreditation.
 How does redefining the role of
principal could contribute for an
effective school administrator?

What kind of leader are you?

What do you think is the most

important approach in developing
future school administrator?

In your own way, how would you

become an effective school
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administrator?
 Summary and Conclusions
Principals are highly important to schools, as they create school conditions that
enable high-quality teaching and learning, and effective preparation programs are
needed to equip candidates with the knowledge and skills needed to create these
conditions. Aspiring principals have an increasing selection of preparation pathways,
including alternative programs outside the traditional university setting. Recent
national data on university preparation programs show increases in the number of
institutions offering programs, credentials earned, and number of faculty with clinical
experience in K–12 settings; however, surveys of faculty and district leaders reveal
questions about the quality of many university preparation programs. While little is
known about direct principal preparation program outcomes, a larger, though
primarily descriptive, research base suggests that exemplary preparation programs
provide several high-quality features and components.
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