The evolution of educational leadership preparation programmes

ABSTRACT

This article offers a review of extant literature specific to educational leadership preparation programmes. The author explains how leadership development and preparation programmes have evolved over time. Highlighted are: (1) historical contexts of educational leadership, (2) challenges faced when implementing quality graduate programmes in educational leadership, (3) a brief international perspective of educational leadership, and (4) reform efforts aimed at creating a new kind of graduate education in educational leadership. The authors conclude with final reflections.     

影响美国校长培训发展的因素分析

美国的校长培训具有百余年的历史，他们的培训经历对我国的校长培训有一定的借鉴作用。在分析影响美国校长培训发展的外部因素（如政府、服务于培训工作的组织、教育政策委员会、基金支助组织）和内部因素（如培训机构、培训内容、培训课程、培训的教学法、与实地的联系等）的基础上，得到了有益的启示。     

Performance Technologist Preparation: The Role of Leadership Theory Originally published in 1995, PIQ 8.4

This article explores the unique positioning of leadership theory and literature as a unifying and informing discipline for the preparation of performance technologists. Although the role of leadership could be emphasized in any of the settings in which performance technologists become skilled, university departments of educational leadership seem especially suited for programs with this emphasis. A sample course activity is shared and linked to the building of leadership skills. The purpose of this article is to describe the importance of leadership as an informing and unifying discipline for the preparation of performance technologists and to explore the impact of this orientation on performance technologist preparation.     

中国文化与学校道德领导

中国文化历来重视领导价值，并以道德背景作为储备领导的条件。近年来，“道德领导”这一领导模式在英语国家引起了广泛关注。中国文化传统对学校领导实践的影响为领导理论、尤其是教育领导理论提供了一个本土视角。     

The Importance of Principals Supporting Dual Language Education: A Social Justice Leadership Framework

Recent calls for social justice to be a key aspect of principal preparation have been made, but content related to the efficacy of dual language education has been a neglected area of educational leadership research, coursework, and principal preparation standards. We draw on scholarship focused on dual language education, social justice leadership, and the new Professional Standards for Educational Leadership to describe how principals can create dual language programs and lead for social justice and conclude with implications for preparation programs.     

Portfolio use in educational leadership preparation programs: From theory to practice

Alternative assessment measures, particularly the use of portfolios, which capture authentic student learning are gaining wider acceptance in K-12 school settings. Portfolios have a rich history in higher education, and recently they are becoming a more popular assessment device in colleges of education. Using educational leadership preparation programs as an example, this article examines the use of portfolio assessment by focusing on the relationship between a folio and a portfolio, the possible artifacts and attestations to include in a folio, the structural components of portfolios, and the different uses of portfolios. The implications of incorporating portfolios in leadership preparation programs also are discussed, including how to alleviate the ambiguities and uncertainties faculty and students experience when this form of authentic assessment is utilized.Bruce G. Barnett is an Associate Professor and Director of the Division of Educational Leadership and Policy Studies at the University of Northern Colorado. His interests include the preservice and inservice preparation of educational administrators, with particular emphasis in the areas of reflective practice, instructional leadership, and staff development. He has published articles dealing with professional preparation, peer coaching, reflective practice, mentoring, portfolio development, and the moral dilemmas facing educational leaders.     

The Changing Context of K–12 Education Administration: Consequences for Ed.D. Program Design and Delivery

This article explores the changing context of school leadership in our nation, a context that requires education leaders who are skilled and knowledgeable with a new set of dispositions to lead complex, diverse, and innovative institutions. The article also discusses recent critiques of existing leadership preparation programs, with emphasis on what has been said about the Ed.D. and Ph.D. degrees in educational leadership. Data are provided about trends in advanced degree offerings in higher education institutions, and the mission statements of top-ranked graduate programs in education leadership are assessed. Finally, the article discusses the consequences that these trends, critiques, and the changing context of school leadership might have upon the design and delivery of leadership preparation programs for current and aspiring school leaders.     

Preparing ‘educational’ leaders in managerialist times: an Australian story

The preparation of educational leaders is a global phenomenon. Education systems have developed numerous means by which current and aspiring leaders are prepared for the role. Through the example of a large public school system in Australia, this paper argues that the doxa of school leadership establishes a particular identity of the principalship. One which constructs the principal as the deliverer of state initiated reforms. Theoretically informed by Bourdieu, this paper argues for an alternate way of thinking about leadership preparation, one based on introducing participants to the conversation of the world.     

Development of the Ethiopian school leadership: foundation,self-dependence,and historical erratic evolution

ABSTRACT

Educational leadership has been an integral part of the Ethiopian traditional education. Nonetheless, the nation’s school leadership evolution started with the deployment of the first principal in Ethiopian western type school a century and a decade ago. Since then, Ethiopian school leadership evolved through seven distinctive phases: principalship evolved into separate position, Ethiopian replaced expatriate staff, principal preparation initiated, albeit enlargement of the task, principals’ preparation reduced, principalship deprofessionalised, principals’ preparation reemphasised, and PGDSL preparation started. During the evolution, the dominant model of decision making for initiating school leaders’ development programmes was political command. Unfortunately, those decisions didn’t involve educational stakeholders and, most often, it didn’t incorporate the will and concerns of the principals’. Furthermore, evolution of the school leadership was erratic in that it fluctuated back and forth rather than consistently advancing forward. Hence, school leadership of the nation couldn’t contribute what it must contribute to the Ethiopian education.     

Whither thee, Educational Technology? Suggesting a Critical Expansion of Our Epistemology for Emerging Leaders

It is possible that some outdated ideas about ‘management’ in our field are constraining our preparation of new educational technologists to lead education organizations in the Knowledge Age? This paper takes an interdisciplinary stance to examine educational administration, education technology and complexivist thinking about leadership in our field. It begins with a critical analysis using one of six educational leadership/administration knowledge “contexts” - leadership vs. management - to unpack our field’s existing position on the topic (English, 2011). For parsimony, the other five contexts are mentioned briefly throughout this paper: (2) organizing and institutions and (3) Policy and governance. (4) Finance and Human Resources; (5) Change and Innovation and (6) Learning and technology. Other articles in this Special Edition of Tech Trends testify that outstanding, effective leadership exists in small, medium and large organizations every day around the world because of educational technologists doing amazing work in various contexts. This article suggests a frame for expanding our field’s epistemology for in-program and emerging educational technologists to build their capability to lead organizations that learn in a Knowledge Age.     

Perceptions and experiences of K-12 educational leaders in response to the 27 April 2011 tornadoes

The purpose of this phenomenological study was to capture first-hand accounts of K-12 educational leaders whose school districts were directly affected by the deadly 27 April 2011 tornadoes in rural Alabama, USA. This study was framed by the literature base of leadership; specifically crisis leadership and resilience theory. Findings are organised under the headings of crisis management, crisis leadership characteristics, post-crisis support and crisis preparation. In this study, educational leaders demonstrated resilience in the face of adversity and took decisive steps to rebuild not only their schools but also their communities as well. Additionally, leaders expressed the importance of sharing their stories with others so that the lessons they learned in response to the tornadoes would not soon be forgotten. The study concludes with reflections about crisis planning and implications for future research as well as a call to action to improve crisis management in K-12 educational settings.     

美国的特殊教育与作为学校管理者的教师

学校的管理者是一个特殊的教师群体。要成为优秀的教育管理者,教师必须接受适当的培训以遵守特殊教育领域的法律和法规。教育管理培训方案必须包括特殊管理教育方面的要求。对教育管理者自我效能感的调查结果表明,教育管理者的自我评价与实际能力之间存在差异。研究结果显示,培训方案需要改进以便更严格地培养教师成为教育管理者,最终他们才能做到“不让一个孩子掉队”。     

重视和加强教育领导学的研究

教育领导就是确定教育组织的发展方向与共同愿景,对全体成员施加积极的影响,使其积极主动地为实现组织目标而努力工作的过程与活动。带领、指导、教育、劝说和激励等是施加影响的重要手段。教育领导学是研究与提高教育领导活动的合理性、科学性和有效性相关的一般性的主要的领导问题的理论体系。我国的教育领导学研究应主要包括学科性质、基本要领领导行为、领导能力等内容,并且要采取适当的措施,加强教育领导学的学科建设与推广工作。     

Educational Leadership Reconsidered: Re-Invoking Authority in Schools

By far the most challenging task faced by schools in post-apartheid South Africa, has been the distance educational leaders were mandated to put between the educational institutions and the apartheid legacy of racial discrimination and exclusion. It is therefore not surprising that there are two dominant approaches to educational leadership, namely the transactional and transformational leadership paradigms that were considered as apposite to ensure the implementation of new educational policy and curriculum developments. Indeed, the theoretical debates about educational leadership have extended expositions of the concepts of transactional and transformative leadership that are often perceived as forms of educational leadership that can enhance the democratisation of educational institutions, such as schools. However, after the demise of apartheid all attempts to move beyond authoritative practices have been shown to be undesirable; and the transactional and transformative forms of educational leadership might have too hastily and prematurely abandoned authoritative forms of leadership. Therefore, in this article the authors argue in defence of authority as constitutive of transformative leadership in schools by reflecting on current leadership practices in schools.     

Special educational needs coordinators and leadership: a role too far?

Although the National Standards for special educational needs coordinators (SENCOs) (TTA, 1998) emphasised, as essential, their preparation for leadership, the extent to which SENCOs are formally recognised as leaders varies significantly. In this article, Lyn Layton provides perspectives on the SENCO role, collected through a small‐scale study, that include suggestions from SENCOs themselves that they should be part of senior leadership teams in order to work strategically. At the same time the article relates one view of leadership to the SENCO role, in order to consider how systemic changes in schools can promote the inclusion of pupils with diverse learning needs.     

Mentoring Matters: An Exploratory Survey of Educational Leadership Doctoral Students’ Perspectives

There is limited research on quantitative differences between men and women’s experiences in doctoral programs. We aim to fill that gap by sharing findings from a web-based exploratory survey of perceived gender differences on quality mentoring in educational leadership doctoral programs. According to survey results, there is limited statistical significance in terms of gender differences in programmatic supports and scholarly progress. However, women experience feelings of self-doubt due to negative experiences with advising and mentoring, including difficulties making connections to a quality mentor. Furthermore, both female and male participants shared common definitions of what constitutes quality mentorship and believed mentorship was important, but lacking in varying degrees. Finally, all participants agreed that their educational leadership preparation programs should provide additional support in terms of writing and research development. Participants also shared important recommendations for strengthening mentoring experiences as well as future research methods and foci.     

美国教育领导力评价研究三十年:回顾与启示

本文回顾了1980~2010年美国教育领导力评价研究路向。研究显示,20世纪80年代早期美国兴起了以"校长教学管理评定量表"(PIMRS)为代表的教育领导力测评浪潮;到了90年代初,变革型领导成为美国教育领导力评价的另一风潮;而进入21世纪以来,以学生学习为中心而创建的"范德比尔特教育领导力评估"(VAL-ED)成为新的潮流。注重科学性、多样性和时代性已成为美国教育领导力评价的主要趋向。     

学生领导力发展的内涵及其策略

当前学界对于教育领导力的研究主要集中在校长领导力方面,对教育中的主体——"学生"其领导力的发展较少关注。对学生领导力发展的研究是国际教育领导力理论研究和实践的新趋势。本文从学生领导力发展的研究意义开始,探究了学生领导力发展的内涵,阐述了影响学生领导力发展的学校、教师等教育教学因素,提出了在学校中促进学生领导力发展的三个主要策略。     

教育领导理论新进展

当代教育领导理论获得了长足发展,关于教育领导的理论概念不仅呈现一种"丛林"景象,而且概念发展有集群化的趋势.本研究通过文献分析,将当代教育领导理论归纳为六个层面的理念,即教学领导、转化式领导、道德领导、参与领导、管理式领导和权变领导.本文通过对这些颇具代表意义的理论概念的分析,展示当今教育领导理论的最新进展.