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The purpose of this paper is to describe the program structure and design considerations of a 25-day, full-time apprenticeship in a university-based principal preparation program.

The study used a qualitative case study design that drew upon interviews and focus groups with program participants as well as program-related documents. Qualitative data analysis was completed using ATLAS.ti.

The analysis suggests that the apprenticeship had three specific design features that were intended to support the apprentice’s development for turnaround leadership. These included locating the apprenticeship experience in a turnaround school setting; focusing the apprenticeship on district structures and procedures; and situating the apprentice’s work within the district’s approved improvement process.

The study was limited in that recurring, on-site observations of apprenticeship activities were not possible. The study has implications for principal preparation programs related to the design of fieldwork experiences, as well as for educational scholars seeking to study the impact of fieldwork on principal efficacy.

The study contributes to the broader discussion of effective fieldwork experiences for aspiring school leaders, particularly when specific conceptions of leadership are infused within program designs.

This issue is a selected bibliography covering the subject of leadership.

The article questions what is meant by the term critical theory and discusses some common misconceptions that have arisen about the meaning of this term. The dialectic logic that was championed by the group of scholars collectively known as the Frankfurt School is outlined and a number of implications for the field of organization and behaviour are discussed.