The Changing Role of School Leadership Preparation

Wilmore, Elain

doi:10.1177/105678790000900409

Cited by 1 publication

(2 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Businesses have been interested for decades in formal mentoring and have used these planned programs to satisfy affirmative action needs (Ehrich, 1995) because of the proposed potential of these programs to not only reach a greater number of aspirants but also meet the needs of a more diverse population of prospective leaders (Fleming, 1991). Numerous scholars have taken the position that collaboration is essential to leadership reform (Browne-Ferrigno & Muth, 2004;Cambron-McCabe, 1999;Firestone & Fisler, 2002;Goldring & Sims, 2005;Grogan, 2004;Grogan & Andrews, 2002;Hart & Pounder, 1999;Jackson & Kelley, 2002;Young et al, 2002) and many collaborative programs have been established and studied (Fusarelli & Smith, 1999;Jackson & Kelley, 2002;Lauder, 2000;Wilmore, 2000) as a result. In step with changing performance standards for administrators, major organizations such as the National Council for the Accreditation of Colleges of Education (NCATE), the Interstate School Leaders Licensure Consortium (ISLLC), the National Association of Secondary School Principals (NASSP), the National Association of Elementary School Principals (NAESP), the University Council for Educational Administration (UCEA), and the American Association of School Administrators (AASA) as well as researchers (Cline & Necochea, 1997;Daresh, 1997;Firestone & Fisler, 2002;Goldring & Sims, 2005;Grogan & Andrews, 2002;Herrington & Wills, 2005;Jackson & Kelley, 2002;Jacobson, 1996;Milstein & Krueger, 1997;Young, Petersen, & Short, 2002) have called for reform in leadership preparation.…”

Section: Leadership Development For Aspiring Administratorsmentioning

confidence: 99%

“…In step with changing performance standards for administrators, major organizations such as the National Council for the Accreditation of Colleges of Education (NCATE), the Interstate School Leaders Licensure Consortium (ISLLC), the National Association of Secondary School Principals (NASSP), the National Association of Elementary School Principals (NAESP), the University Council for Educational Administration (UCEA), and the American Association of School Administrators (AASA) as well as researchers (Cline & Necochea, 1997;Daresh, 1997;Firestone & Fisler, 2002;Goldring & Sims, 2005;Grogan & Andrews, 2002;Herrington & Wills, 2005;Jackson & Kelley, 2002;Jacobson, 1996;Milstein & Krueger, 1997;Young, Petersen, & Short, 2002) have called for reform in leadership preparation. Numerous scholars have taken the position that collaboration is essential to leadership reform (Browne-Ferrigno & Muth, 2004;Cambron-McCabe, 1999;Firestone & Fisler, 2002;Goldring & Sims, 2005;Grogan, 2004;Grogan & Andrews, 2002;Hart & Pounder, 1999;Jackson & Kelley, 2002;Young et al, 2002) and many collaborative programs have been established and studied (Fusarelli & Smith, 1999;Jackson & Kelley, 2002;Lauder, 2000;Wilmore, 2000) as a result.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Preserving the Status Quo or Renegotiating Leadership: Women’s Experiences With a District-Based Aspiring Leaders Program

Sherman

2005

Educational Administration Quarterly

View full text Add to dashboard Cite

Purpose: Current demands for school leaders as well as reported administrator shortages have resulted in the implementation of district-based aspiring leaders programs to promote teacher leaders into administration. Because educational administration has, traditionally, been informed by androcentric perspectives, this study was designed to determine whether these programs are helpful to women aspiring to administration or whether they are used as another way to reinforce the status quo. Research Methods: This qualitative study examined the experiences of 15 women relating to their participation or lack of participation in an in-house district-based aspiring leaders program in one public school system. A critical framework grounded the study as research questions and the design of the study were informed by feminist poststructuralism. Findings: Although it is apparent that a greater number of aspiring administrators are reached in the district than if no program existed, the various needs of a diverse population of aspiring administrators have not been effectively met. Women, although they clearly seek leadership positions, have been constrained by traditional norms surrounding educational administration in the district, indicating that problems are much larger in scope than that which can be "cured" by district-led "grow your own" leadership programs. Implications: Strategies should be implemented that specifically target inducting women and minorities into aspiring leaders programs. In addition, careful consideration should be taken to create partnership programs for aspiring leaders between universities and school districts that link theory to practice and allow cohort groups to gain broader perspectives of leadership in support of transformational change.New demands for school leadership, high-stakes accountability initiatives, and the fact that a large number of current administrators are nearing retirement age have inspired reports that suggest a shortage of qualified

show abstract