A policy implementation study1 was undertaken in 65 schools in order to explore practices and outcomes related to state policies requiring schools to establish comprehensive educational support systems and teams. The purpose of these systems and teams was to enhance the capacity of schools to support students with diverse needs in general education classrooms to the greatest extent possible. A focus of the study related to the ways in which school principals played a role in facilitating the development of effective support systems and teams. The following four themes related to school leadership emerged in schools identified as the most highly developed in their efforts to support all students: (1) fostering shared vision, planning, and decision-making processes; (2) creating collaborative structures and processes; (3) using data to make decisions about curriculum and instruction; and (4) understanding and utilizing policy to create comprehensive school and districtwide systems. Each of these themes points to potential implications for the content and approaches used in leadership preparation programs.
The purpose of this article is to learn from active educational leaders engaged in the practice of democratic, ethical leadership. In this article, we share findings of a qualitative study that used narrative inquiry to examine the stories of eight educational leaders. We discuss three themes arising from the participants’ narratives that define ethical, democratic leadership: understanding ethical sensitivities and personal narratives; actions that leaders engage in to support their democratic, ethical beliefs; and balancing ethical, democratic responsibility and standardized accountability. From these themes, we offer suggestions to expand leadership preparation, research, and practice.
Executive Summary New directions in the study of leadership preparation are transforming the practices and theories about leaders, especially those who serve in educational and human services organizations (Clark & Clark, 1996; Corrigan, 1998; Dunlap & Schmuck, 1995; Leithwood, Begley, & Cousins, 1992, et al.). In spite of these new directions, few programs have given consideration to the idea of interprofessional leadership and the skills, knowledge, and experiences needed to support the changing roles and relationships that have come to define leadership practice (Browning, 1987; Cunningham, 1990; Corrigan, 1994; Lawson & Hooper-Briar, 1997; Murphy, 1992; et al.). This article explores how one university has reshaped their doctoral leadership program in an effort to build interagency collaboration among professionals from public education, higher education, human services agencies, and health care organizations. A follow-up study of current students and graduates from the program provides insight into how these professionals have come to understand interprofessional leadership, the benefits and challenges for participating in an interprofessional doctoral program, and the extent to which the program has helped them to engage in interprofessional leadership in their own practices.
Leadership is about constructing learning communities where people work together to expand their capabilities to learn and grow. Interactive leaders achieve this end by collaborating to build networks, partnerships, and coalitions among diverse groups and competing priorities—and by letting go of traditional beliefs about hierarchical or top-down leadership.
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