Principal Residency

Professional Residency Network

Reflective - Practitioners

Moral Courage


Social Justice

Principal Residency Network
An Opportunity for Teachers to be Visionary Leaders

The school Leadership candidates in principal certification must meet the ISLLC standards
for principals.

Those seeking certification as a principal must (1) have completed at least 5 years experience as an educator: (2) have one of the following: a. Completed a master's program in educational leadership or a related area approved by the state board of education and been recommended for this certification by the designated official of the preparing collegiated department of education; or b. completed a master's program in education, and demonstrated: 1. competencies, skills and knowledge itemized in 506.04
(http://www.gencourt.state, though course work; or
2. Experience in comparable educational leadership positions in educations or other professions as specified in ED 505.03; and (3) complete 460 hours of an internship under the guidance and supervision of a principal with current, valid licensure.

Overview: The Principal Residency Network Components Requirements

Performances - Learning Plan
Each aspiring principal develops an individualized learning plan that determines her particular program of study based on their school schedule and culture. The aspiring principal (AP) crafts the learning plan in conjunction with the mentor principal (MP) and the Project Director, ensuring that it addresses the ELLC / NH Leadership Standards and core principles of the PRN Program

Moving the Vision

Instructional Leadership

Management through Flexibility and Efficiency

Relationships and Communication

Moral Courage

Public Support

The Learning Plan
The learning plan takes into account previous experiences, personal strengths and weaknesses, and professional goals. The learning plan, which remains a work in progress, includes a timeline that the AP revises regularly.  It is essential for the AP to communicate their revisions to PRN Program Director and NEC teaching staff.  It outlines proposed project work, research, and reading and explains how this work will lead to mastery of the program’s learning goals and competencies. There are also a core of common experiences each aspiring principal is expected to participate in and/or lead. Each aspiring principal outlines these experiences and then documents and provides evidence (artifacts) of accomplishment in each of the ELLC / NH standards on the electronic platforms including Black Board and the E-Portfolio.

Action Research Project
Aspiring Principals (in Option II and III only) choose a challenging action research project through which they develop essential skills in both instructional leadership and management. Project-based work involves identifying a problem or need, analyzing school-based data, developing strategies for change, engaging stake holders to build consensus, planning to or implementing the plan of action, evaluating outcomes, and making mid-course corrections. AP’s, PRN Director and course Professors review critical literature associated with their project and visit other schools to inform their decision-making.

Aspiring principals are asked to continually reflect on and write about their work and their leadership development. They are expected to regularly exchange journal entries with their MP.  AP’S are required to regularly write reflections on Black Board for coursework and “in the schoolhouse” experiences that are focused on capturing experiential learning as it happens during the residency.

Sharing and Reflecting - Aspiring and Mentor Meetings
Each team meets daily, if possible, for at least a half hour to check-in on logistical matters and to promote continual communication. In addition, teams are expected to schedule weekly extended meetings to debrief the events of the week and to plan the coming week. At these meetings, mentors give critical feedback to their AP’s and discuss ways in which the AP’s can improve their practice. To prepare for these meetings, pairs are encouraged to share their journals and E-Portfolio sites as well as personal contacts.

Institutes / Retreats
Week Long Institute
A week long summer Institute allows program participants to spend concentrated, in-depth time together as a broad learning community. Aspiring principals come together for the week in New Hampshire to share their work, receive critical feedback, and take part in seminars

Cross School Visits
Aspiring principals are expected to visit other schools where fellow PRN Aspiring Principal practice. The purpose of these visits is twofold – to expose participants to different school practices, designs, and cultures and to build critical friends’ groups within a network.  Visiting AP’s write a detailed account of the visit, which is included in their portfolios.  The PRN will visit schools each month on a rotating basis to observe and discuss leadership experiences with AP and MP as well as other teachers and students as appropriate.

Assessment - Vision Paper
Aspiring principals articulate their vision and explain how it developed, how it guides their work and what questions or puzzles still remain. They examine their own vision in light of the school’s philosophy and structure and then describe how their work as an Aspiring Principal supports their vision and contributes to school improvement efforts.  The Vision Paper should be seen as a “living” document that will may evolve over the course of your administrative career, but will continue to be guided by the PRN Core Principles: Moving the Vision, Moral Courage, Instructional Leadership, Management through

Aspiring principals develop extensive electronic portfolios that illustrate their leadership work, writing, research, and readings. These portfolios manifest both the depth and the breadth of residency-based study and provide documented evidence of completed work and learning. Graduates use the portfolio, along with the final transcript, to demonstrate proficiency in each of the ELLC/NH Leadership standards, and to demonstrate their leadership experiences and work readiness.

Twice each year, aspiring principals present their project work to a panel of other AP’s, MP’s, faculty, and members of their school community. These presentations, called exhibitions, give participants a chance to reflect on the growth awarded by their in-school experiences, connect that growth to the program competencies, receive critical feedback, and identify learning areas that demand further work. At each exhibition, panel members fill out feedback forms that help inform subsequent revisions of the learning plan/curriculum map and document the participants’ leadership development.

Mid-Year Self-Assessment
Aspiring and mentor principals write detailed narratives assessing the AP’s work following a self-assessment process. These documents outline the project work done in the school and
give critical public feedback to the AP.  The mid-year assessment will be reviewed by the PRN Site Director as necessary.

Final Assessment
Mentor principals, the PRN Project Director will complete a final
assessment of the aspiring principal and determine each to be distinguished or proficient. A
designation of needs improvement  will require additional time beyond the one year goal.