The Principal Internship Portfolio 
Paginated PDF Version
Wade Devlin-Scherer, Ph.D., Plattsburgh State University and Roberta Devlin-Scherer, Ph.D., Seton Hall University
pp. 5-32

Abstract - To what extent do the activities completed during a principal internship experience require prospective principals to focus on instructional and managerial leadership tasks and to collaborate with educators and others to improve student learning? Three raters experienced in teaching the internship and in portfolio review, analyzed 28 portfolios from two principal preparation programs to determine the nature of tasks completed during an internship and the extent to which the tasks required collaboration.

Data collection forms were developed: to specify the activities completed in the categories of program evaluation; classroom observation; teacher conferencing and job shadows/professional development; managerial tasks; and collaboration for each activity. In addition, significant quotations were selected from reflections on leadership papers.

Results note differences among elementary, middle, and secondary aspiring principals. Recommendations are made for improving the content and experiences offered in training programs for beginning principals. This article offers guidance for structuring learning experiences that prepare new principals to affect change for improved student learning.

Analysis of School Work Culture in Schools that Implement Comprehensive School Reform Models
Paginated PDF Version
Darlene Y. Bruner, Ph.D., University of South Florida and Bobbie J. Greenlee, Ph.D., University of South Florida
pp. 33-53

Abstract - This paper used the metaphor of "grafting" to describe the relationship of comprehensive school reform designs to the work culture of the schools. This study focused on the characteristics of school work culture that embrace external school reform models. One school reform model that has widespread implementation is the Success for All (SFA) reading program. The new practice provided in the SFA reading program offered a compatible "graft" onto the existing culture found in low achieving schools. Schools adopt reform programs that offer procedural or curricular changes that fit within their existing systems. However, when the school culture becomes the catalyst for change and expertise for innovation is centered in the school, then schools can design interventions that work better than external school reform models.

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