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Reconceptualizing Leadership Preparation Programs: An Innovative Model
Unformatted Document Text:  Reconceptualizing Leadership Preparation Programs: An Innovative Model Statement of the Issue This presentation will focus on the critical nature of leadership preparation for today’s schools. The essential components of the presentation consist of an explanation of a model designed to enhance the skills of emerging school leaders by offering them an opportunity to develop a clear and deep understanding of self and others, the needs of today’s society, instructional leadership, the change process, and standards and accountability measures. The model also contains components that are designed to enhance the skills and attributes of existing leaders and provide supportive services to both groups. Specifically, the presentation will seek to answer the question, “What do principals need to know and be able to do in order to effectively lead today’s schools, addressing the needs of all students in attendance?” This question is being answered utilizing a model that has been implemented in major urban, suburban, and rural school districts, with overwhelming results Literature Review American education is faced with perhaps its greatest opportunity, educating all of the children who attend today’s schools. This challenging opportunity has created demands for excellent schools that are quite different from the traditional schools of the past. American education is being asked to make an unflinching commitment to excellence and equity and to reform itself from top to bottom. The schoolhouse and its internal operations are being challenged by a constellation of new social, political, and economic factors, influencing a new wave of educational reform. With this new wave, the call for schools of excellence has grown louder and the linkage between these schools and their leadership has grown stronger. The general public, state educational agencies, and politicians are demanding excellent schools and greater accountability from individuals who lead them. School leaders are being encouraged to move beyond their stabilizing posture to generative thinking, providing vision, direction, guidance, and support for instructional change and school improvement. In essence, educational leadership is being reconceptualized, and the role of school leaders is being redefined. Traditionally, school leaders have been top-down administrators with charisma, expected to develop rapport with the public, schedule students and faculty, maintain buildings, discipline students, create budgets, and provide buses to transport students to and from school, leaving instructional activities to classroom teachers. While these are necessary and important tasks, they are classified under the heading of administrative management rather than leadership. Leaders of today’s schools are being asked to assume a different set of functions which requires sensitivity and cooperation above charisma, individual empowerment above institutions, and inclusive and bottom-up decision making over top-down management. They must be willing to become lead learners, highly capable of building strong cultures that foster collegiality among faculty members who provide services to individuals with diverse backgrounds. Also, they support experimentation, influence the creation of the vision that is shared by all stakeholders, and encourage the type of reflective thinking and collaboration that fosters commitment to vision attainment.

Authors: Green, Reginald.
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Reconceptualizing Leadership Preparation Programs: An Innovative Model
Statement of the Issue
This presentation will focus on the critical nature of leadership preparation for today’s
schools. The essential components of the presentation consist of an explanation of a
model designed to enhance the skills of emerging school leaders by offering them an
opportunity to develop a clear and deep understanding of self and others, the needs of
today’s society, instructional leadership, the change process, and standards and
accountability measures. The model also contains components that are designed to
enhance the skills and attributes of existing leaders and provide supportive services
to both groups. Specifically, the presentation will seek to answer the question, “What do
principals need to know and be able to do in order to effectively lead today’s schools,
addressing the needs of all students in attendance?” This question is being answered
utilizing a model that has been implemented in major urban, suburban, and rural school
districts, with overwhelming results
Literature Review
American education is faced with perhaps its greatest opportunity, educating all of the
children who attend today’s schools. This challenging opportunity has created demands
for excellent schools that are quite different from the traditional schools of the past.
American education is being asked to make an unflinching commitment to excellence and
equity and to reform itself from top to bottom.
The schoolhouse and its internal operations are being challenged by a
constellation of new social, political, and economic factors, influencing a new wave of
educational reform. With this new wave, the call for schools of excellence has grown
louder and the linkage between these schools and their leadership has grown stronger.
The general public, state educational agencies, and politicians are demanding excellent
schools and greater accountability from individuals who lead them. School leaders are
being encouraged to move beyond their stabilizing posture to generative thinking,
providing vision, direction, guidance, and support for instructional change and school
improvement. In essence, educational leadership is being reconceptualized, and the role
of school leaders is being redefined.
Traditionally, school leaders have been top-down administrators with charisma,
expected to develop rapport with the public, schedule students and faculty, maintain
buildings, discipline students, create budgets, and provide buses to transport students to
and from school, leaving instructional activities to classroom teachers. While these are
necessary and important tasks, they are classified under the heading of administrative
management rather than leadership. Leaders of today’s schools are being asked to assume
a different set of functions which requires sensitivity and cooperation above charisma,
individual empowerment above institutions, and inclusive and bottom-up decision
making over top-down management. They must be willing to become lead learners,
highly capable of building strong cultures that foster collegiality among faculty members
who provide services to individuals with diverse backgrounds. Also, they support
experimentation, influence the creation of the vision that is shared by all stakeholders,
and encourage the type of reflective thinking and collaboration that fosters commitment
to vision attainment.


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