Purpose

School improvement planning and implementation is one organizational process by which principals may positively impact school and student outcomes. Limited research, however, has explored how principal preparation programs prepare aspiring leaders for this common school leadership activity. This study examined aspiring principals engaged in the school improvement process by evaluating what they included in their school improvement plans (SIPs) that were developed as part of their field experience.

Design/methodology/approach

The authors examined SIPs aspiring principals collaboratively developed as part of their field experience. Using an abductive analysis method, combining both deductive and inductive coding methods, authors examined 77 SIPs in which aspiring principals used school level data in planning.

Findings

Each aspiring principal's SIP was contextually specific. No two plans were identical relative to who was targeted for improvement and how the plan was to be implemented, indicating aspiring principals can apply course-based learning and implement important data-driven decision-making skills in field-based school improvement projects.

Research limitations/implications

Findings are exploratory and limited to SIPs developed by aspiring principals in one university program in one large urban school district context. The findings that specific requirements and program structures affected the aspiring principal's school improvement planning process as did the overall school context adds to current understandings of how course-based learning is applied. However, further investigations are needed.

Practical implications

Findings provide evidence of how school leadership preparation programs may impact leadership development relative to skills associated with school improvement planning. The findings also suggest the importance of detailed analysis of aspiring principals school improvement planning as a program evaluation process.

Originality/value

This study was the first to document the content of aspiring principals' field-based SIPS and how skills in data-driven decision-making were applied in a SIP field-based activity.

中文翻译：

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有抱负的校长如何运用基于课程的学习来制定学校改善计划

目的

学校改善计划和实施是一个组织过程，校长可以通过该过程对学校和学生的成绩产生积极影响。然而，有限的研究已经探索了校长备考计划如何为有抱负的领导者准备这项普通学校领导活动。这项研究通过评估他们在学校改善计划（SIP）中包括的内容，对有抱负的学校改善过程中的校长进行了评估，这些计划是他们现场经验的一部分。

设计/方法/方法

作者研究了作为他们现场经验的一部分而合作开发的SIP有抱负的校长。作者使用归纳分析方法，结合了演绎法和归纳编码法，作者检查了77个SIP，其中有抱负的校长在计划中使用了学校水平的数据。

发现

每个有抱负的校长的SIP都是根据上下文而定的。相对于谁要进行改进以及计划的实施方式而言，没有两个计划是完全相同的，这表明有抱负的校长可以在基于现场的学校改善项目中应用基于课程的学习并实施重要的数据驱动型决策技能。

研究局限/意义

研究结果是探索性的，并且仅限于有抱负的校长在一个大型城市学区的背景下通过一项大学计划开发的SIP。特定要求和计划结构影响了有抱负的校长的学校改善计划过程的调查结果，以及整个学校的整体情况，都增加了当前对基于课程学习的应用方式的理解。但是，还需要进一步调查。

实际影响

这些发现提供了证据，证明了与学校改进计划相关的技能，学校领导力准备计划可能会如何影响领导力发展。研究结果还表明，对有抱负的校长学校改善计划进行详细分析的重要性，这是一项计划评估过程。

创意/价值

这项研究是第一个记录有抱负的校长基于现场的SIPS的内容，以及如何在基于SIP的现场活动中应用数据驱动的决策技能的文档。