Educational Leadership: Pearson New International Edition:A Bridge to Improved Practice

431 Pages·2013·1.276 MB·English

by  Paula Cordeiro

Educational Leadership: A Bridge
to Improved Practice
Paula Cordeiro William Cunningham
Fifth Edition
Pearson New International Edition

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P E A R S O N C U S T O M L I B R A R Y
Table of Contents
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LEADERSHIP STANDARDS,
VALUES, AND PRACTICE
From Chapter 1 of Educational Leadership: A Bridge to Improved Practice, Fifth Edition. Paula A. Cordeiro
and William G. Cunningham. Copyright © 2013 by Pearson Education, Inc. All rights reserved.
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LEADERSHIP STANDARDS,
VALUES, AND PRACTICE
Visit the site for Educational Leadership: A Bridge to Im-
proved Practice, Fifth Edition to enhance your understanding of chapter
concepts. You’ll have the opportunity to practice your skills through video-
and case-based Assignments and Activities as well as Building Leadership
Skills units, and to prepare for your certification exam with Practice for
Certifi cation quizzes.
EDUCATIONAL LEADERSHIP
The 20-year period beginning the 21st century provides one of the great
opportunities to obtain educational administration positions. According to the
U.S. Department of Labor, over 52% of the nation’s 92,330 principals and 20%
of vice and assistant principals will retire over the next 12 years. For e xample,
48% of elementary school principals are age 50 or older. Moreover, an addi-
tional 1.5 million elementary and middle school students are expected in
public schools by 2015. In some regions of the nation, this translates into a
shortage of qualified applicants for at least the next 10 years. However, some
researchers note that the problem is not in the quantity of candidates, but in the
quality. Additionally, many candidates avoid certain schools and districts, such
as those with low salaries or high-poverty and/or high-minority populations
making the school leadership “shortage” more acute in certain regions. Thus,
as some scholars note, the perceived shortage problem is one of distribution
and poor leadership preparation, rather than inadequate supply. According
to the Department of Labor’s Occupational Outlook Handbook 2010–11, job
opportunities in most regions of the nation should be excellent because of a
large number of expected retirements and fewer qualified applications for
some positions.
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LEADERSHIP STANDARDS, VALUES, AND PRACTICE
Fink and Brayman (2006) found that turnover and shortages of principals
resulted “from the aging of the baby boom generation, principals’ mobility, and
the pressures of the standardization agenda which have created additional diffi-
culties . . . and undermine the capacity of incoming and outgoing principals to lead
their schools” (p. 83).
At the same time, the number of qualified candidates willing to assume
positions of school leadership is growing smaller (Young, Petersen, & Short, 2002).
According to the National Association of Secondary School Principals (NASSP),
half of all surveyed districts, including 45% of those classified as suburban,
reported shortages of qualified candidates for principalships at all levels. School
districts across the country are studying ways to increase the number of candi-
dates for administrative positions, including the superintendency.
School districts are identifying future leaders who can think thoroughly and
quickly about complex issues, collaborate with diverse groups, show good judg-
ment, stay on the cutting edge of school improvement, and lead needed school
reforms. These leaders will be risk takers and coalition builders who can obtain
broad support.
In all states, educational leaders will have to meet established educational
administrative licensure requirements. Over 40 states now require a master’s
degree with some administrative courses for an administrative and supervision
license. These state requirements were developed to ensure the quality of the prep-
aration of our future practicing school leaders. They exist to protect the health,
safety, and welfare of the public and to ensure knowledge and skills important for
competent practice. In addition, many states and local districts now offer leader-
ship academies to complement the training received in universities and to provide
in-service development for practicing administrators.
A growing number of states, particularly southern states, have established
cutoff scores on various forms of assessment as a prerequisite to receiving licen-
sure. A licensure test is designed to determine if individuals possess occupation-
relevant knowledge and skills at the time of entry into their profession. The belief
is that school administrators should be held accountable to the same high stan-
dards as teachers. The Interstate School Leaders Licensure Consortium (ISLLC)
standards (see Box 1) guide and shape the 6-hour Educational Testing Service
(ETS) School Leadership Licensure Assessment (SLLA) and the scoring of the
exercises. Currently more than 40 states have adopted the ISLLC standards into
their administrative certification program requirements.
At least 13 states now use the SLLA as part of the administrative licensure
process. A number of states have developed other formal assessments, for exam-
ple, the Connecticut Administrative Test (CAT). The CAT assesses the candidate’s
ability in the areas of instructional supervision, school improvement, data-driven
decision making, and student learning. Other states have developed two- and
three-tier licensing systems, to encourage continuous development of educational
leaders. The idea is to support involvement of local educational agencies (LEA) in
the training of administrators and to formalize the mentoring for new administra-
tors over a certain period of time. State-funded principal leadership academies in
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LEADERSHIP STANDARDS, VALUES, AND PRACTICE
BOX 1
ISLLC STANDARDS FOR SCHOOL LEADERS
STANDARD 1 STANDARD 4
A school administrator is an educational leader A school administrator is an educational
who promotes the success of all students by leader who promotes the success of all stu-
facilitating the development, articulation, im- dents by collaborating with families and
plementation, and stewardship of a vision of community members, responding to diverse
learning that is shared and supported by the community interests and needs, and mobiliz-
school community. ing resources.
STANDARD 2 STANDARD 5
A school administrator is an educational leader A school administrator is an educational leader
who promotes the success of all students by ad- who promotes the success of all students by
vocating, nurturing, and sustaining a school cul- acting with integrity, with fairness, and in an
ture and an instructional program conducive to ethical manner.
student learning and staff professional growth.
STANDARD 6
STANDARD 3 A school administrator is an educational leader
A school administrator is an educational leader who promotes the success of all students by
who promotes the success of all students by understanding, responding to, and influencing
ensuring management of the organization, op- the larger political, social, economic, legal, and
erations, and resources for a safe, efficient, and cultural context.
effective learning environment.
The Interstate School Leaders Licensure Consortium (ISLLC) Standards were developed by the Council of Chief
State School Officers (CCSSO) and member states. Copies may be downloaded from the council’s website at
www.ccsso.org.
Council of Chief State School Officers. (1996). Interstate School Leaders Licensure Consortium (ISLLC) standards for
school leaders. Washington, DC: Author.
some states offer professional development programs, as well. These
states establish and continuously fund such statewide academic pro-
grams to ensure a stable source of learning opportunities for principals
and other school leaders. North Carolina has had a leadership academy
located at UNC-Chapel Hill for more than 20 years.
Practitioner-oriented professional associations also provide input
on the identification, preparation, and practice of educational leaders.
They have local, state, and national meetings; academies; and confer-
ences for the purpose of providing professional development while
shaping the latest thinking in educational leadership. They publish
newsletters, journals, and books that help administrative students and
practitioners to keep current in their field. They have a long-standing
commitment to the improvement of education and have championed
the cause for innovation and experimentation.
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LEADERSHIP STANDARDS, VALUES, AND PRACTICE
Those preparing to be administrators as well as practicing administrators
should associate with a professional association that best meets their needs. Some
of the older and most well-known professional associations include the following:
EXAMPLE OF A MAJOR
PROFESSIONAL ASSOCIATION PRACTITIONER AUDIENCE
Council of Chief State School State superintendents
Officers (CCSSO)
National School Boards School board members
Association (NSBA)
American Association of School Superintendents
Administrators (AASA)
Association for Supervision and Central office personnel and
Curriculum Development (ASCD) supervisors
National Association of Secondary High school principals
School Principals (NASSP)
Middle School Principal Middle school principals
Association (MSPA)
National Association of Elementary Elementary school principals
School Principals (NAESP)
National Education Association (NEA) Teachers
American Federation of Teachers (AFT) Teachers
Phi Delta Kappa (PDK) Educators in general
One example of the profound influence that professional associations might have
on the preparation of future school administrators can be found in the work of the
CCSSO, which, in conjunction with the National Policy Board for Educational Admin-
istration (NPBEA)—a joint board representing a number of educational professional
associations—created ISLLC to develop standards for the preparation and assessment
of school leaders. These six standards have been adopted by a majority of the states
and have influenced state administrative licensure requirements, the design of the ETS
Administrative Assessment, and the development of educational administrative pro-
grams across the United States (for more information see npbea.org).
Many educational leadership programs have met the Council for the Accred-
itation of Educator Preparation (CAEP, formerly called NCATE) standards. CAEP
has authorized the Educational Leadership Constituent Council (ELCC), an affili-
ation of four administration groups, to review preparation programs for educa-
tional leaders and provide recognition for those programs that meet the standards.
Schools, school divisions, state departments of education, the U.S. Office of
Education, professional associations, and universities form a rich network of or-
ganizations focused on improving the teaching/learning process as well as other
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