Cookie-Cutter Leaders for Cookie-Cutter Schools: The Teleology of Standardization and the De-Legitimization of the University in Educational Leadership Preparation

Faculty Perceptions of Race to the Top Policy Influence on a University-Based Preparation Program Partnership

“…Murphy (2005) indicated that such standards should serve as “examples of important knowledge, practices, and beliefs” (p. 174). However, the adoption of such standards has been critiqued (English, 2003, 2006). For example, English (2003) warned that the adoption of a defined set of standards for leadership would undermine the role of the university in the preparation of school leaders.…”

“…However, the adoption of such standards has been critiqued (English, 2003, 2006). For example, English (2003) warned that the adoption of a defined set of standards for leadership would undermine the role of the university in the preparation of school leaders. Later, English (2006) continued his critique of the effects of standardization noting that it would solidify knowledge of leadership in a way that did not reflect the truly dynamic nature of leadership.…”

“…Faculty perspectives are central to many of these studies, and their findings highlight the extent to which faculty perceive that state policy has adversely affected some aspects of leadership preparation. Indeed, collectively, faculty offer negative critiques of state-mandated reforms and, much like national critiques of leadership standards (e.g., English, 2003, 2006), express concerns about the impact that such polices have on preparation programs, their curriculum, and more broadly on their faculty (Crow, Arnold, Witherspoon, Reed, & Shoho, 2012). For example, Browne-Ferrigno’s (2011) study of a Kentucky state policy provides one example of the ways in which state policy negatively affected principal preparation.…”

Leadership Standards: Marginalizing Diversity

“…Using my own variation of an argument advanced by English (2003English ( , 2006English ( , 2008, I argue against the notion of leadership standards in general, but do not review individually the Interstate School Leaders Licensure Consortium (ISLLC) Standards or the Principal Quality Practice Guideline (PQPG) that may soon become a requirement in Alberta. Common concerns related to leadership standards might include the static and arbitrary nature of the relevant body of knowledge, the reductionist approach taken in defining it, and the discounting of judgment and experience in assessment for accreditation.…”

The Power of Artmaking to Deepen Ways of Knowing and Responding to Injustices

“…The interconnectedness between educational leadership and social justice-oriented work has been a focus in research studies since the late 1990s. The research agenda seems centered on defining what is meant by social justice educational leadership (see Bogotch, 2002Bogotch, , 2008English, 2003;Shoho, Merchant, & Lugg, 2011) to what it means to be a leader for social justice (Dantley & Tillman, 2010;English, 2008;Theoharis, 2007) to creating school leadership preparation programs that provide school leaders with opportunities to engage in social justice-oriented work in schools (Boske, 2011(Boske, , 2012Furman & Shields, 2005;Shields, 2015). Utilizing artmaking as sensemaking to uncover injustice, express emotions, deepen ways of knowing and being, and gaining insight to leadership practices provides school leaders with spaces to integrate the mind, body, and spirit to face social justice-oriented work in schools.…”