Mapping Innovation in Leadership Preparation in Our Nation's Schools of Education: The Increased Emphasis on the Role of Educational Leaders in the Success of Schools Has Led Many Schools of Education to Examine Their Leadership Preparation Programs. Ms. Orr Presents Some Promising Innovations and New Directions in Program Design and Delivery

By Orr, Margaret Terry | Phi Delta Kappan, March 2006 | Go to article overview

Mapping Innovation in Leadership Preparation in Our Nation's Schools of Education: The Increased Emphasis on the Role of Educational Leaders in the Success of Schools Has Led Many Schools of Education to Examine Their Leadership Preparation Programs. Ms. Orr Presents Some Promising Innovations and New Directions in Program Design and Delivery


Orr, Margaret Terry, Phi Delta Kappan


At a time when educational leadership is a primary focus of education reform, schools of education have come under considerable scrutiny. Some observers have expressed serious reservations about whether these institutions are capable of reengineering their leadership leadership preparation programs to effectively educate aspiring principals and superintendents to lead high-performing schools. (1)

In recent years, however, many graduate schools of education across the country have revamped their programs in an effort to set a course for changing the field of leadership education. The innovations are rooted in five areas: 1) a reinterpretation of leadership as pivotal for improving teaching and learning; 2) new insights into how program content, pedagogy, and field-based learning experiences can be designed to be more powerful means of preparing leaders; 3) the redesign of the doctorate as an intensive midcareer professional development activity; 4) the use of partnerships for richer, more extensive program design opportunities; and 5) a commitment to continuous improvement. Unfortunately, such innovations have gone largely unnoticed, particularly outside the field's professional circles. In this article I explore these areas of innovation and consider how well they are likely to meet the current need for high-performing leaders for our schools.

SETTING THE SCENE

University programs are the primary means of preparing principals and superintendents. An estimated 450 to 500 programs in schools and colleges of education offer leadership preparation culminating in master's (472 institutions), specialist (162 institutions), and doctoral (199 institutions) degrees. (2) These programs represent a significant resource for higher education, though they are somewhat circumscribed by state policy. Most states stipulate specific degrees, majors, course content, internships, and other preparatory experiences for certifying district and building leaders, and these certification requirements, in turn, influence the content and scope of graduate programs. (3)

The impetus for reforming leadership preparation programs comes from many sources, both within and outside the field. Sweeping accountability provisions designed to promote high academic achievement for all children, research on how leadership practices influence student learning, and perceived leadership shortages have conspired to create a demand for more and better qualified leaders and have reframed the purposes of leadership preparation. (4) National leadership standards, such as the Interstate School Leaders Licensure Consortium (ISLLC) standards, now frame states' expectations for high-quality leadership and are used by 40 states as a platform for preparation programs and licensure.

The ISLLC standards have been integrated into the National Council for Accreditation of Teacher Education (NCATE) accreditation requirements. NCATE has authorized the Educational Leadership Constituent Council (ELCC), an affiliation of four administrator groups, to review preparation programs for educational leaders for national recognition, using standards developed by the National Policy Board for Educational Administration. By 2005, one-third of all institutions nationally had gained ELCC recognition for their leadership preparation programs based on the new standards.

Despite this recognized progress, the U.S. Department of Education has characterized conventional programs as lacking vision, purpose, and coherence. (5) Students self-enroll in these programs without consideration of leadership experience and then progress through discrete courses without connection to actual practice or local schools. Some critics doubt that schools of education can overcome strong institutional forces that work to subvert change, because they lack the capacity and rewards structure for significant reform and because keeping program costs low makes them a primary revenue source. …

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Mapping Innovation in Leadership Preparation in Our Nation's Schools of Education: The Increased Emphasis on the Role of Educational Leaders in the Success of Schools Has Led Many Schools of Education to Examine Their Leadership Preparation Programs. Ms. Orr Presents Some Promising Innovations and New Directions in Program Design and Delivery
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.