AACTE Presents: The University Principal Preparation Initiative

Dr. David Lorden and Dr. Alejandro Gonzalez Ojeda from San Diego State University share how principal preparation programs can restructure to meet the array of needs required by various districts. They share insights from their own experiences as faculty during UPPI when it comes to diversifying the clinical experiences of candidates through collaborative redesign with the districts. Dr. David Lorden began his career in education as a high school English teacher. He made the decision fairly soon to pursue school leadership earning his Masters of Educational Leadership at San Diego State University. After teaching for seven years, David took on the role of a high school vice principal. Five years later, he took on his first principalship at San Ramon Valley High School in California’s Bay Area. David continued as a high school principal for nine years before moving into district leadership where he served as the Director of Student Support Services. It was in this role that David was immersed in Equity work and learned first hand the role of Equity Driven Leadership. David continued in his leadership journey moving to San Diego Unified School District as an Area Superintendent. In this role, David supervised 28 schools and provided principal coaching, supervision, and professional learning. During this time, David earned his Ed. D. at San Diego State University and soon thereafter, became a superintendent in a K-8 District in San Diego County. David moved to higher education when the opportunity to serve as a team lead in the redesign of San Diego State University’s Preliminary Administrative Services Credential Program surfaced. In this role, David works with local District partners and 12 California principal preparation programs to redesign their programs. David also teaches in the principal preparation program at SDSU. Alejandro Gonzalez Ojeda Ed.D. is an assistant professor of educational leadership at San Diego State University, and an instructional technology leader at Health Sciences High & Middle College. Alejandro was born in Mexicali, a Mexican border town adjacent to California. As an immigrant and an English Language Learner, he encountered both positive and negative experiences throughout his education in the US. These experiences have influenced his perspective on supporting inclusion and access for all students. He started his career in education as a school technologist in San Diego, and soon developed an appreciation for supporting learners and building the capacity of teachers through professional growth. Alejandro's scope of research and publications span policy in education, instructional practices across gradespans and disciplines, and leadership preparation pipelines.