Candidates' Assessment of a Principal Preparation Program.

Introduction The clear call for accountability has been heard throughout the country as it deals with the system of education in the United States. Students are expected to be accountable for their learning as measured by state or national tests. Teachers are held responsible for their students' learning by the posting of district scores in local newspapers. Building administrators are held accountable to ensure that no students are left behind by the reporting of building scores. Superintendents face the reality of their schools' scores being reported to the local media, and the state comparing their performance to other districts in the state. Colleges and Universities have not, and should not escape the microscopic focus of accountability either. Superintendents' are making it known that they are demanding more from their building principals. Consequently, "University programs preparing candidates for school leadership positions are under increasing pressure to align programs with the realities of practice. Superintendents complain about the lack of effective building leaders and the limited pool of skillful candidates. Even bright and well-trained rookie principals often feel overwhelmed when faced with the fast pace and the multitasking required of them. Quickly they learn that leadership is not orderly and neat but quite "messy. " It requires constant problem solving and decision-making. " (http://findarticles.com/p/articles/mi_hb3325/is_29/ai_n29205533/) In preparing candidates to develop into well-prepared leaders, we have to look at different ways of creating authentic learning in courses that are offered during the academic year. One of the ways programs can authenticate learning and revise their practices is through assessment. Assessment of student learning needs to be an essential function of a school administration program including, continuous efforts to evaluate student knowledge, skills, and dispositions as well as overall academic effectiveness. In the state of Washington, all principal and program administrator candidates, in order to support student achievement of the state learning goals and essential academic learning requirements, complete a formalized learning opportunity, including an internship, in an approved program that includes a successful demonstration of ISLLC standards. Purpose The purpose of this article was to examine principal interns' pre and post self-assessment of their effectiveness on the ISLLC standards. This self-examination should lead to greater familiarity with the Standards and provide a starting point to assist the candidate in identifying potential areas of focus for professional development planning. Method The pre self-assessment inventory was administered on July 31, 2009 to eleven candidates in the Principal Residency Program. The self-assessment inventory was designed to provide a personal profile of the school leadership assets based on the ISLLC Standards. The self-inventory consists of statements that describe the knowledge, dispositions, and performances contained within the ISLLC Standards for School Leaders. The candidates were asked to respond to each statement by reflecting on what they have learned, what they believe and value, and what they are accomplishing as a school leader. Based on the instrument, the principal candidates were to evaluate themselves on the following scale: 1 represents Little extent; 2 represents Some extent; 3 represents Sufficient extent; 4 represents Exemplary extent. Although 11 candidates were administered the instrument, one candidate did not return the completed self-assessment inventory. The pre self-inventory assessment data collected was analyzed using SPSS. The results of the pre-evaluation are shown in Table 1. During the final internship meeting held May 7th, 2010 the same self-inventory survey was given to the candidates again. …