TITLE Evaluating the Results of Innovative Practices in Educational Leadership Programs.

North Carolina's legislature mandated changes in principal preparation programs and funded a program for Principal Fellows to receive loans for a full-time, 2-year program toward initial administrator licensure. This paper examines data from three innovative components in one university's program under that mandate: extended internships, simulation, and leadership portfolios. Data from the full-time extended internship indicated that Principal Fellows were very satisfied with the experience they gained and were better prepared for entry-level administrative positions than their part-time counterparts. They took on more challenging assignments, especially in areas like student discipline and teacher leadership. Full-time interns participating in the Springfield simulation (a 7-hour simulation of the Springfield School District at work) had the opportunity for individualized development of leadership skills, receiving feedback from experienced administrators and peers which encouraged growth and planning. Student