Abstract
Research on multiple cohorts of aspiring and practicing principals engaged in professional development provides perspectives on the benefits of mentoring through clinical practice by clarifying issues related to role socialization, professional development, and leadership capacity building. Based on data from participants in several cohorts and reviews of research on clinical practice, leadership preparation, and mentoring, the authors make recommendations for improving university-based preparation programs through models and programs in which aspiring principals can gain authentic administrative work experience guided by mentors. The authors close with a reflection about the critical importance of practice and administrative mentoring in the initial and continuing preparation of principals.
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