Education Leaders

Jim Callan, senior lecturer in the Education Department at the National University of Ireland, visited in October of 2003 to learn more about the Principal Residency Network. Here, in part, is his assessment:

The range of tasks that one has to attend to in this school principals' programme is impressive, as is the specificity with regard to the school leadership tasks participants have to attend to. The depth of engagement required of individual participants is demanding. There is a sense of this work requiring total commitment, engaging one from morning to night, for week to full week. The work and role of school leader in this programme, as it emerges in the programme intent, is rooted in a form of missionary undertaking. The sense that leadership is not simply a job but a way of life, with purpose and dedication, and not just to the school but to the local community, gives this programme a certain distinctiveness so necessary for schools and their role in the emerging complex society which surrounds them. Driven by basis principles of democratic and moral living, the schoolhouse is seen as a place where values of integrity, honesty, social cohesion, openness, and partnership are realized. This, it is implied, brings its own demands on leadership for the schoolhouse.

Coupled with the above is the programme's sense of engaging the whole person's capacities and their potential for growth: what the person thinks and does can be further developed and honed to fuller realization for the enrichment of schools as learning communities. Significantly, its work is premised on the belief that such capacities are enhanced and developed through reflective experiential processes. In the case of this programme such processes are highly structured and specific, but in a facilitative way to enable personal and professional growth. Detailed guidelines are provided, and these generate, as I have witnessed, high expectations with regard to participants having a focused and committed engagement in the programme, leading to an enriched understanding of and engagement in school leadership tasks.

Jim Callan Senior Lecturer, Education Department
National University of Ireland
Maynooth, Ireland

Additional Letters of Support:

Elliot Washor & Dennis Littky, The Big Picture Company

Lewis Cohen, Coalition of Essential Schools

Deborah Meier, The Steinhardt School of Education, NYU

Grace Hoagland, Stanford Education Leadership Institute

Ray McNulty, International Center for Leadership Education

David Hill, SUNY Plattsburgh

Program Graduates

From Lyle Holiday
PRN 2003 Graduate

After spending close to 20 years as a classroom teacher I had the opportunity to participate in many aspects of my school. Due to my interests and experiences in education, my principal asked me if I would consider being a principal intern with her as my mentor. I researched the model that she was considering and compared it to a more traditional model of principal certification. The difference was startling. Tom McGuire met with us and as he outlined the program, noted that while it would mean a tremendous change for me professionally, it would not be without his support and the support of a group of experienced professionals.

One of the major benefits of PRN is the component that requires one to work with a certified principal for an entire year. This is not an option and is the element that set PRN apart from other certification programs. The ability to spend everyday working as a principal ensures that one encounters all aspects of leadership. The ongoing support of a mentor with experience is a model used by pre-teachers; this model allows time for an intern to gradually take on more and more responsibility. Using this model for developing new principals helps develop candidates with more confidence that can "hit" the ground running as they enter the profession.

An additional aspect of PRN is the professional portfolio. All interns are required to complete a portfolio to show how the day-to-day work of a principal meets leadership certification requirements. This was the first time in over 20 years as an educator that I had to be clear in my philosophy, back up my beliefs through actions within the school and document those actions in the portfolio. It is through this work that has PRN in the forefront of educational reform.

I am writing on behalf of Tom McGuire who was my instructor and instrumental in encouraging me to participate in the Principal Residency Network (PRN). Tom truly emphasized that the goal of our learning was through our experiences and the benefit of looking back and reflecting with a knowledgeable group of experienced educators on those experiences. He has a passion for this program and the methods espoused by it that only comes from a deep personal commitment to something.

The PRN fills a void that exists in training school leaders and is an alternative to other programs. The program was conducted very well and provided the necessary growth that I needed in areas such as public speaking and communication, moral courage, and developing a vision for how a school should be run. To this day I review my vision that I developed regularly and try to live it with my school community on a daily basis.

To Whom It May Concern:

My name is Aaron Pope and I am the Assistant Principal of the Epsom Central School, in Epsom New Hampshire. I have recently graduated from PRN this past May and I have been fortunate to go through the Principal Residency Network with Tom McGuire and Mark Taft. The monthly PRN meetings were well run, organized and gave both the mentors and the aspiring principals a place to learn how to become a better administrator. The depth of conversations that were achieved at these meetings made for incredible real world lessons. Tom and Mark's ability to listen and give advice on the situations that each of us faced throughout our residency proved invaluable.

As a new administrator, I feel that Tom, Mark and PRN have prepared me to the challenges that a school administrator will face. The PRN has provided me with real world experiences that no classroom course could ever offer. I whole heartedly support the Principal Residency Network and Tom and Mark's ability to prepare the future administrators of our school. I look forward to working with Tom and Mark in the future.

If you have any questions, please do not hesitate to contact me.

Aaron Pope
Assistant Principal
Epsom Central School
Epsom, NH 03234
603-736-9331

Mentor Principals

John P Hartnett
Mentor Principal
Hinsdale Middle / High School

Being an administrator in public schools both in Massachusetts and New Hampshire and serving as a mentor to many aspiring administrators in both states. I do feel qualified to say that PRN was an excellent experience for aspiring principals. I served as a mentor in this program during 2002-03 school year. I found the program a breeze of fresh air as a promising practice to train administrators. The PRN program provides the aspiring principal with real experiences as well as a chance to meet with many experienced and aspiring principals on a regular basis.

Media

The Keene Sentinel