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Abstract
Programs designed to prepare educational leaders are under increasing pressure to include more authentic, field-based performances as a component of their programs. This paper deals with lessons learned through the design, implementation, and evaluation of a pilot program designed to promote teacher leadership in school improvement. In particular, faculty learned that students have a difficult time negotiating the demands of a performance-based program, and that this shift represented a significant challenge to reculturing the graduate student experience.
Introduction
There is a renewed focus on the role of educational leaders in ...