Purpose: This article proposes a model that provides one means of making instructional leadership the central focus of leadership preparation. It draws from conceptualizations of teaching and learning as well as organizational and leadership theory to advocate for greater coherence in education leadership programs. Conceptual Argument: We begin the development of this new education leadership preparation model from a traditional foundation of management tools enhanced with organizational and leadership theory. The model moves into more innovative territory by drawing from interviews with four eminent scholars in education (Edwin Bridges, Larry Cuban, Elliot Eisner, and Lee Shulman) and their publications. We suggest a reconceptualization of leadership preparation applying major concepts such as pedagogical content knowledge, educational connoisseurship and educational criticism, and an understanding of leadership contexts. We employ problem-based learning as the primary pedagogy for aspiring instructional leaders. The result is a model that leadership preparation programs might employ, test, and refine in an effort to prepare emerging novices ready to lead instruction in their schools. Implications: Using this model to guide leadership preparation requires substantial reimagining of how preparation programs work. Content will shift toward greater understanding of a range of pre-K–12 subject matter and pedagogy and new roles for education leadership faculty. Segmented instruction as it is commonly practiced is likely to be inadequate to achieve full development of instructional leadership. Consideration of this model ought to lead to fundamental discussions about the nature, purpose, and delivery of education leadership preparation.
Professional isolation has hampered the quality of the work experience for employees inside and outside public education for decades. This study explores the role that isolation plays in predicting the quality of the work experience among new principals. The analysis tests whether isolation serves as a mediator in the relationship between factors that are known to affect the quality of work life of principals (social support; role ambiguity, role conflict, and role overload; and participation in a structured coaching relationship) and the job satisfaction of new principals. Regression analysis shows that isolation fully mediates the relationship between social support and job satisfaction and partially mediates the relationship between role ambiguity and job satisfaction.
Teaching organizational theory in a way that bridges to leadership practice is vital to preparing deft educational leaders who understand the organizational behavior of schools and districts. Organizational theory guides understanding of the complexities of schools and districts and can be a basis for collaborative and effective decision making. This article suggests specific theory that could be taught, strategies for teaching it that are illuminated by examples of student work, and benefits that are likely to accrue.
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