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• W175085080 abstract "What we don't know about school can hurt us. And it can hurt the future of our schools and the children in them. What do we really know about the supply of and the demand for school administrators? How many will be retiring within the next 10 years? What steps are being taken to fill the void? Is higher education providing us with new and imaginative leadership? Or is it just giving us more of the same? How do we license school administrators? What are we doing to encourage more women and members of minority groups to become school leaders? These are all good questions. And they were just as good - and they went just as unanswered - nine years ago, when, as governor of Arkansas, President Bill Clinton spent his year as chair of the Education Commission of the States delving into the issues surrounding school leadership. After months of holding hearings and conducting interviews, he asked these same questions and summed up the problems as he saw them in a report titled Speaking of Leadership. During the Bush Administration, the federal government attempted to push educational leadership higher up on the national agenda of school reform by funding the Leadership in Educational Administration Development (LEAD) program, which was designed to establish a center for school leadership in every state and territory. Ultimately, these centers died out, but they left behind a stack of research and reports, some of which were quite good, such as Developing Leaders for Restructuring Schools, a report from the LEAD network itself; and Leadership for Change, a commentary from New Hampshire. In many instances, when the LEAD centers vanished, the individual states picked up the slack and supported their own leadership academies. Kentucky and Texas, for example, funded administrator leadership programs as part of their statewide reforms. A new National Policy Board for Educational Administration issued a set of guidelines, and the American Association of School Administrators issued a brief statement on professional standards for the superintendency. However, the problem of school leadership never recaptured the level of national attention that the LEAD program had given it. In 1994, when professional development was added to the list of national education goals for the year 2000, administrators were mentioned only once; the focus of the national goal on professional development was clearly to be the education and professional development of teachers. In all the reforms passed by Congress in 1994, educational leaders received very little attention. One might assume, of course, that schoolwide staff development plans under Title I would include administrators. But that assumption is never explicitly stated in the law. Fortunately, the development of school leadership remains a strong interest of a number of national foundations. For example, the Danforth Foundation moved from trying to reform higher education programs that prepare school to supporting partnerships that join schools, universities, and the communities they serve and that emphasize collaborative leadership. For its network of urban middle schools working on improving student achievement, the Edna McConnell Clark Foundation provided extensive funding for the professional development of principals. As the narrative writer for that project, however, I found principal development to be an even more neglected area than teacher development. In fact, professional development just didn't exist for many of these principals, who were charged with leading reform efforts in some very difficult situations. …" @default.
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• W175085080 title "Questions and Answers about School Leadership" @default.
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