Background: Institutional theorists suggest environmental stakeholders in the organizational field have a symbiotic relationship with governing agencies, leading to institutional isomorphism. Hence state policy makers copy the work of their colleagues across states to create a sense of legitimacy, certainty, and professionalization rather than developing policy based on metrics of efficiency and/or effectiveness. It can stifle innovation. The purpose of this study was to investigate the trends in state policy for school-based education administrators as an indicator of institutional isomorphism. Research Design: A “cohesive leadership system” for school leaders that has been operationalized by researchers through a five-segment continuum of standards, preparation program approval, assessment and licensure, mentoring and induction, and ongoing professional development coupled with licensure renewal. Researchers in this study reviewed published state regulations in all 50 states with respect to each of these five segments. Findings: Key trends include universal standards-based preparation, continuous renewal, increasing assessment and accountability, a wider breadth of providers for administrator development, tiered licensure, and renewal linked to school improvement, as measured by student standardized assessments. The establishment of the continuum itself as well as the trends within each facet of the continuum reflect high degrees of field conformity (isomorphism) and diminishing policy space for alternative paradigms. Conclusions: This trend is likely to continue because of the tight coupling of the environmental field related to educational administration. The conclusions suggest methods for injecting change into state policy to ensure advances in the field rather than simply replication of the status quo.

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The Consortium on Inclusive Schooling Practices (CISP) was a 5-year federally-funded project focused on building the capacity of state and local systems to deliver inclusive educational services. A policy framework was developed to guide its training and technical assistance efforts across multiple states and districts. The framework incorporates standards-based reform within an inclusive schooling perspective. This article describes the six components of this policy framework and the various ways in which it was applied. Based on its utility in this context, the authors suggest ways in which this tool can be used by practitioners and policymakers at the district and school level.

Acceptance of gay, lesbian, bisexual, transgender, and queer (GLBTQ) adolescents in high schools is growing. Yet, the experience of this family suggests that creating and maintaining a safe environment for GLBTQ students requires constant vigilance, even in the best of environments. As school administrators face competing pressures from stakeholders, GLBTQ advocacy is often left to the students, unlike other types of diversity advocacy based on race, culture, or gender. This case describes how one family chose a “safe” school and struggles to keep it so. The case challenges education administration students to experience school through the eyes of a young man who is gay, and his family, and to determine what is adequate student support.

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