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East Tennessee State University, Southern Regional Educational Board, Greeneville City Schools, and Kingsport City Schools formed the Greene-King Partnership to redesign principal preparation in Tennessee. This paper tells the story of that redesign and implications for the future of principal preparation.

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The purpose of this qualitative case study was to examine perceptions of East Tennessee State University (ETSU) cohort members on the experience of redesigning the leadership preparation program requirements. Particularly, cohort participants in the Greene-King cohort were chosen by an admission process to participate in a grant program as governed by the Southern Regional Education Board (SREB) in partnership with ETSU and local school agencies in Greeneville and Kingsport. The ETSU Department of Educational Leadership and Policy Analysis (ELPA) in the Claudius G. Clemmer College of Education collaborated with Kingsport City and Greeneville City school districts to redesign educational leadership programs. The SREB partnership initiative was eventually part of a broader effort designed to improve the quality of principal training throughout the state of Tennessee. This research was designed to document the Greene-King cohort member experience of redesigning leadership program expectations and outcomes. Moreover, the descriptive case study was an attempt to assimilate student perceptions of the effectiveness of cohort participation and the emergent design aspect of program expectations as they relate to leadership preparation. This research reinforced the view that the emergent design can provide for more meaningful participation on behalf of learners. Six research questions guided this study and qualitative data derived from the focus group interview and document reviews of cohort member reflection journals were analyzed. Results indicated that Greene-King cohort members were provided more meaningful school-leadership development experiences due to the following: emergent design of curriculum, meaningful and relevant internship experiences, mentoring, and collaborative learning within the cohort.

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Using an emergent design, this study developed a program approach for young people in the child headed households of Zambia. Phase I dealt with prior ethnography, Phase II focused on independent living services, and Phase III concerned translation to Zambia. A total of 36 participants from Richmond, consisting of 20 Richmond Department of Social Services workers and youth and 16 Africans, were recruited. Three major themes emerged: feasibility, content, and quality. Lessons learned about translational research highlight the need for uniformity in a cultural screen’s composition. This might enhance the richness of perspectives on young people. Lessons for the Department of Social Services include a need to focus on tracking young people exiting services. This might involve exit interviews with young people and guidance with life decisions. There were lessons about decisions regarding local and expert knowledge in the translation process. This often becomes difficult when there are no assurances of participant uniformity. Paying attention to issues of local and expert knowledge would eliminate decision barriers that might arise during the translational process. Implications for social work education suggest that an emphasis on cultural competency might help students at the BSW and MSW levels to become better managers of adolescents. Implications for practice and policy include enhancing access to education and health for all young people. This process might be facilitated by the enactment of polices that highlight education and health for all young people at national and state levels. The following are crucial considerations for practice with young people: recruiting and training appropriate staff, promoting civic education, collaborating with young people, strengthening community involvement, strengthening agency collaboration, and developing targeted services. Implications for further research include: exploring what areas to consider when making a paradigm jump, considering cultural principles as bridges for making that jump, examining the implications for translational research as opposed to diffusion of innovation, determining what types of research samples would eliminate some of the gender issues that emerge with focus groups, recruiting more young people as participants, and conducting a study that focuses on lived experiences of young people.