As administrative preparation programs ground strategies for developing new genres of school leaders in transformational and democratic communities, of particular interest are the instructional and programmatic strategies that contribute to successful program outcomes. Constructed over time, this article highlights the specific contribution of student feedback to a program's coherence as it engaged in a recursive practice of development, monitoring, evaluation, and program revision. In addition, the article argues for the value of considering students’ experiences within a collaborative structure and culture.
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