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PREPARATION OF SCHOOL LEADERSEvaluating Principal Preparation Candidate Competence
Using Medical School Methodology
Heidi Lane, William A. Rouse, Jr., Cheryl McFadden,
Maria Clay, and Kermit BucknerINTRODUCTION
This article provides information regarding a collaborative effort among two university
divisions who were able to form a partnership to address a problem in the preparation of
school leaders. The Department of Educational Leadership and the Clinical Skills Assessment
and Education Department within the Division of Health Sciences at East Carolina University
combined their authentic assessment methodologies to enrich the experience of principal-
preparation candidates. The manner in which this partnership was formed, the process that
was developed, the outcomes that were obtained, and the implications for other preparation
programs follow.
THE PROBLEM
School administrator preparation programs are being criticized for failing to provide
learning opportunities in authentic school settings. National accrediting standards such as
those established by the Education Leadership Constituents Council (ELCC) and the National
Council for the Accreditation of Teacher Education (NCATE) require internships or field
experiences. They also recognize the value of authentic performance assessments in extending
the time students spend learning in authentic settings (ELCC, 1995). The NCATE Guidelines
address “an internship component” and “evidence of knowledge learned and applied.” The
ELCC folio review process requires six to eight assessments be presented to document that
programs are preparing candidates to be effective school leaders.
States and other licensing bodies have also turned to a performance oriented assessment of
knowledge and skills. Many states require licensure applicants to obtain a state established
passing score on the School Leaders Licensure Assessment (SLLA). The SLLA is designed to
assess a candidate’s ability to apply the Interstate School Leaders Licensure Consortium
(ISLLC) Standards. It measures that ability by asking candidates to respond to situations
principals encounter in actual school settings.
Some studies have shown little correlation between the performance of candidates in
preparation programs and their on-the-job performance (Bauck, 1987). Some critics have
suggested criteria for judging preparation programs be tied directly to the effectiveness of the
schools their candidates lead (Haller, Brent, & McNamara, 1997). Candidate performance in
Heidi Lane, East Carolina University
William A. Rouse, Jr., East Carolina University
Cheryl McFadden, East Carolina University
Maria Clay, East Carolina University
Kermit Buckner, East Carolina University