Abstract
This qualitative pilot case study explored the
partnership between a school district and a university that focused on access
of authentic contexts to develop instructional leadership competencies gleaned
in a job-embedded aspiring principal residency program. The participants of the study included six
candidates along with their corresponding mentor principals and two faculty
coaches from the partnering university.
Themes from data analysis revealed required constructs for quality
faculty coaching and principal candidate learning needed to impact teaching and
learning in schools during principal residency preparation. The study also revealed on-going faculty
coaching framed through authentic engagement of campus needs lead to
exponential learning and preparation of candidates.
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