Redesigning Principal Preparation: Bridging the Gap of Theory and Practice Through Residency and Coaching to Develop Effective Instructional Leaders

As the role of a school principal has shifted from building manager to instructional leader, it is imperative that a redesign also occur at the principal preparation program (PPP) level to prepare principal candidates. Despite the growing emphasis on instructional leadership as a driver of student achievement, many traditional PPPs continue to practice outdated models that lack real-world, job-embedded learning experiences. This study explored how residency, faculty-led instructional leadership coaching, and an emphasis on instructional leadership development can bridge the gap between theory and practice in PPPs. An intrinsic case study, grounded in research, focused on how Texas Tech University’s Principal Fellows Program (PFP) utilized a job-embedded residency model and sustained coaching by faculty instructional leadership coaches to support principal candidates in developing the leadership competencies through real-world experiences. The findings suggested that when principal candidates go through structured, year-long residencies, and coaching cycles that align with high-leverage leadership strategies, principal candidates are more prepared to be effective instructional leaders.