Abstract
This presentation analyses five years of data from student portfolios required as part of a principal preparation programme. Portfolios serve as continuous student progress assessment from programme entry to exit, evaluation of each student’s understanding and application of Interstate School Leaders Licensure Consortium (ISLLC) and National Educational Technology Standards‐A and linkage of theoretical knowledge to field‐based projects. Continuing pressure on institutions of higher education to demonstrate student growth and achievement for accreditation purposes make inquiries such as this timely. Results from the study reveal that students in the principal preparation programme are better able to show mastery of the six ISLLC standards at the programme conclusion than at the midpoint. Further, results reveal a change in student perceptions of the principalship from that of organizational leader to that of visionary and instructional leader at the conclusion of the programme.
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