Publication Type: Roundtable
Abstract: Alternative routes for preparing qualified school principals are emerging. Issues faced in implementing an alternative principal preparation program and strategies for reconciling the barriers that exist will be examined.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Through self-study as a doctoral student and a review of the teacher educator-researcher literature, this paper addresses the development of teacher educators' professional identities and practices.

Publication Type: Symposium Paper
Abstract: This article is drawn from a qualitative study of the role that school building leaders play in building parent and community involvement in their schools. The article focuses on four of the principals involved in the study who, with their students, staff, parents, and other community members, developed inclusive, meaningful, and transformative communities of involvement. The article delineates the contours of transformative communities of involvement within a discussion of five models of involvement. Subsequently, the beliefs that appeared to support the leaders work to develop and sustain such communities are examined along with a rich discussion of the role that trust played in their efforts and success.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This study examined the school leadership preparation model used in England. The study was a qualitative case study conducted in England with data being collected through interviews, observations, documents, and artifacts concerning their performance-based leadership preparation model. Leadership preparation programs in Georgia are under a mandate from the state to redesign preparation programs in partnership with local school districts to be performance-based, standards-driven programs. The findings indicated how such a program is functioning in England where candidates are placed in schools to perform and observe specific leadership activities directly linked to their national standards and assessments. Students are assigned to "tutor groups" with tutors who are responsible for seeing that activities are completed and students are ready for final assessments. The findings about the English model suggest ways to restructure the university preparation programs in Georgia.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The purpose of this proposed paper to is to examine the landscape of empirical evidence on leadership preparation and subsequent school-level effectiveness in the People’s Republic of China. Reviewing the extent literature base on Chinese leadership preparation and development and considering it within a framework established by western evaluative efforts, this paper proposes to add to the knowledge base of the pathway between preparation and practice and to promote a broader consideration by the field of leadership preparation of the international dynamics of cultural and political context.