A study to assess the status of staff development programs for the identification, assessment, and/or training of prospective principals in public school districts in the Commonwealth of Virginia

• Main Author: Alexander-Weaver, Jacquelyn
• Other Authors: Educational Administration
• Format: Others
• Published: Virginia Polytechnic Institute and State University 2014
• Subjects: LD5655.V856 1986.A439; School principals > Training of > United States; School administrators
• Online Access: http://hdl.handle.net/10919/49974

This study assessed the status of staff development programs for the identification, assessment, and/or training of prospective principals in the public school districts in Virginia. All superintendents were surveyed to determine if they had programs in effect for the identification, assessment, and/or development of leadership for prospective principals. One-hundred and fifteen superintendents responded to the survey. Ninety-two of them indicated that they did not have programs; twenty-three did. Data from the superintendents with programs revealed a diversity of designs. This suggests that there has not been an acceptance of any one established practice for the preparation/training of prospective principals. Rather, the designs have been adapted to suit the unique circumstances of each school district. The exceptions to this were found in the systematic assessment procedures utilized by the majority of the county and city public school districts. These school districts implemented the National Association of Secondary School Principals' Assessment Center for that purpose. Data further disclosed that superintendents with programs intact agreed that they were a viable means of preparing individuals for the principalship and were successful. Despite this, they were split on the issue of whether or not the programs should be a requirement for individuals aspiring to the principalship. They agreed that school districts should be responsible for providing formal preservice programs for prospective principals and suggested that the programs be intense and in-depth experiences relevant to the everyday work situation of the principal. === Ed. D. === incomplete_metadata