Chapter 9: Utilization of a Cohort Model in School Leadership Preparation Programs: Lessons Learned From a USDE Grant

One common feature across grant-funded school leadership preparation programs is the cohort model for instructional delivery of graduate programs. As such, this common bond can be used to understand lessons learned across grants about the design, benefits, and challenges of this model. This chapter will examine qualitative interview data from one small grant in a rural area of Virginia, as well as quantitative data from a survey offered to all SLP programs. The following five recommendations emerged as guidance for universities or other programs that intend to establish cohorts.

1. Create appropriate preconditions for cohort member interaction through careful selection and induction of the group.

2. Monitor group membership and use the group analysis process as a selfstudy and learning experience for aspiring leaders.

3. Remain vigilant for groupthink and ensure diversity of thought through exercises, guest speakers, and experiences.

4. Prepare for and plan for discord within the group. Determine how this will be addressed by program managers.

5. Conduct long-term program evaluation to look at experiences of cohorts over time, and conduct within and between case studies for long-term improvement.

You build a true educational brotherhood when you start, work through, and wrap up together. —SLP Program Participant