Instructional Leadership faculty at the University of South Alabama redesigned their program’s curricula between 2004 and 2006 to include new standards for instructional leaders.  Seven of eleven public school superintendents in the University’s service area signed a Memorandum of Agreement with the College of Education to plan, implement, and evaluate the program. The redesigned program’s capstone experience is a full-semester in local schools to give residents opportunities to observe and lead teachers in improving student achievement.  Data obtained from surveys and the Leadership Practices Inventory© reflect residents’ and mentor principals’ satisfaction with the program. Forty nine residents in eight cohorts indicated on their end-of-program survey that they wanted more time and interaction with mentor principals.  Principals responded to a similar survey statement that they gave residents adequate guidance and ample feedback about job performance.  These divergent perceptions will be a focal point for improving the program in the future.     



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