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The findings of this study identified practicum areas that meet the educational demands of candidates while highlighting practicum areas that need improvement. The study contributes to the knowledge base of the field by drawing upon feedback from university supervisors, school mentors and program candidates to evaluate and improve the practicum experience in the educational leadership program. Program candidates are in the best position to discuss their recent experiences of exposure to the real world. Supervisors and mentors can witness from their first hand experience how effective practicum activities work. Responses from supervisors, mentors and candidates regarding leadership practicum experiences are valuable to program developers in their future program redesign effort. Practicum experiences expose candidates to real-world school leadership experiences. Unfortunately, because of all kinds of conditional limitations, such practicum experiences can only be offered in conjunction with candidates' regular work in school. However, leadership practicum experiences can be well planned with a high collaboration of supervisors, mentors and candidates who have an invested interest in school improvement. In this study, what we learn from the differences of perceptions among supervisors, mentors and candidates is a caution to all stakeholders that we need to do a better job to prepare the next generation of school leaders. Supervisors, mentors and candidates need to form a coalition to explore other options, especially out-of-the-box strategies, to deliver a highly effective practicum program for potential educational leaders. (Contains 8 tables.)

The purpose of this article is to provide insight into an elementary school whose climate issues appear to plague and impact it's performance as measured by it's Annually Yearly Progress (AYP). The Northwest Georgia elementary school is located in a rural school system approximately 50 miles northwest of Atlanta, Georgia. A review of the literature suggests school climate can affect many areas and people within schools. It further suggests that positive interpersonal relationships and optimal learning opportunities in all demographic environments can increase school achievement levels and reduce maladaptive behaviors (McEvoy & Welker, 2000). Providing a positive and supportive work environment and climate for faculty and staff, more often than not, improves faculty, staff and student performance (Freiberg, 1998). An in-depth analysis of the environment of the school in question suggests a lack of faculty and staff respect for administration, a hostile work environment, and overall low morale. Deep frustration and anger on the part of faculty and staff were apparent in a substantial number of written responses to open-ended questions. Although responses to work environment and administration were split along mean scores, the overall data indicate that the status quo cannot continue without continued negative consequences. When half of the faculty and staff are dissatisfied with their work environment and administration, teaching and learning is almost certain to be negatively impacted. A Rasch analysis further supports recommendations. (Contains 7 tables.)