ABSTRACT
The importance of leadership preparation and resultant leader effectiveness remains contested terrain, with stakeholders demanding greater quality of leader preparation and leader effectiveness. In fact, there is no shortage of accusations of the inability of current leadership preparation programs to adequately equip individuals with the knowledge and skills necessary to be successful in their roles in schools, particularly with regard to raising student achievement (e.g., Briggs, Cheney, Davis, & Moll, 2013). Unfortunately, there is limited substantive, longitudinal, and deep empirical evidence available to demonstrate leader preparation effectiveness.
