Volume 4 - Issue 1 - DBU Journal of K-12 Educational Research - Page 48

46 problem-based learning and scenario-based learning, internships and shadowing, campus operations training, collaboration time with principals, instructional leadership training, mentoring and coaching, content aligned with professional standards, cohorts, and budget training. These findings are supported by the research on principal preparation as shown in Table 2. Problem- and scenario- based learning prepares principals by placing them in situations where they learn to solve difficult problems but also learn the skills necessary to work effectively with others to solve those problems (Donmoyer, Yennie- Donmoyer, & Galloway, 2012; Salazar et al., 2013). Internships and job shadowing opportunities, while sometimes difficult and expensive to implement, provide occasions for participants to apply their knowledge and skills and broaden their professional network (Grissom & Harrington, 2010; Orr, 2011; Salazar et al., 2013). Participants indicated specific campus operations training on arrival and dismissal, working with central office and knowing who to contact for problems, dealing with personnel including interviewing and recruiting, and working with parents and the media should be included in principal preparation. The research supports the continued need for principals to be effective at campus operations and management (NASSP & NAESP, 2013; Robbins & Alvy, 2014; Seashore Louis et al., 2010). Principals need time to collaborate with their fellow principals for support, problem solving, and idea sharing (Grissom & Harrington, 2010; Kelchtermans et al., 2011; Poirel & Yvon, 2014; Thomson & Perry, 2006; Tognieri & Anderson, 2003). Principals have a significant influence on student and teacher performance and need to be prepared as instructional leaders rather than only focusing on operations during their principal preparation. This training can include instructional pedagogy, monitoring instructional programs, analyzing and reviewing data, creating a learning climate, designing professional development, and innovative instructional strategies (DuFour, 2002; Gates et al., 2014; Levine, 2005; Marzano et al., 2005; Mitgang & Gill, 2012). Training supervisors Table 2 Study Findings on the Components of a Principal Preparation Program Mentioned by Participants that were Supported by Research Component Supporting Research Problem based or scenario-based learning Copland, 2000; Donmoyer et al., 2012; Salazar et al., 2013 Internships and shadowing Grissom & Harrington, 2010; Orr, 2011; Salazar et al., 2013 Campus operations training NASSP & NAESP, 2013; Robbins & Alvy, 2014; Seashore Louis et al., 2010 Collaboration time with principals Grissom & Harrington, 2010; Kelchtermans et al., 2011; Poirel & Yvon, 2014; Thomson & Perry, 2006; Tognieri & Anderson, 2003 Instructional leadership training DuFour, 2002; Gates et al., 2014; Levine, 2005; Marzano et al., 2005; Mitgang & Gill, 2012 Mentoring and coaching Browne-Ferrigno, 2007; Grissom & Harrington, 2010; Huff, Preston, & Goldring, 2013 Content aligned with professional standards NPBEA, 2015; Williams & Szal, 2011; Darling- Hammond et al., 2007 Cohorts Barnett & Caffarella, 1992; Salazar et al., 2013 Budget training Campbell & Grubb, 2008; Gawlik, 2008; Hedges et al., 2018 Principals have a significant influence on student and teacher performance and need to be prepared as instructional leaders rather than only focusing on operations during their principal Table 2. Study Fi dings on the Components of a Principal P eparation Program Mentioned by articipants that were Supported by Research Troy Mooney, EdD