International Journal of

Arts , Humanities & Social Science

ISSN 2693-2547 (Print) , ISSN 2693-2555 (Online)
Mentoring Job-Embedded Principal Residents

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.