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Academic Leadership Journal

Abstract

During the past decade, educational leadership programs have faced significant criticism for degree programs not adequately preparing students for the current demands of school administration, particularly for not providing meaningful field experiences. Leadership programs have been challenged to replicate experiences provided in “model” programs, contain discrete and multi-month formalized internships in which candidates are released from teaching responsibilities. Unfortunately, such programs are highly dependent upon both external grant funding and significant financial support from universities and school districts. This paper examines the solution reached by one large suburban institution in Georgia when required to redesign its master’s degree program in educational leadership.

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