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Connecticut school administrators are required to pass the Connecticut Administrator Test for certification. This examination is based on the Connecticut Standards for School Leaders. Since entry-level school administrators are trained and prepared to use the Connecticut Standards for School Leaders in their daily practice, it is reasonable to know their perceptions of how well they were prepared. This book, therefore, both quantitatively and qualitatively look at novice urban high school principals' perceptions of how their graduate educational leadership programs prepared them to implement the Connecticut Standards for School Leaders as organized into four areas for school improvement: (1) Teaching and Learning, (2) Capacity Building, (3) Community Building, and (4) Policy and Management. The analysis of multiple data to triangulate findings shed some light on novice urban high school principal perceptions, and should be especially helpful to graduate educational leadership programs, aspiring school administrators, school principals, and education policy makers.
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