Learning Advanced Leadership

Abstract

Given the lack of preparation incoming school district superintendents receive and the many challenges they face, this article reviews the approach of the few existing programs for new superintendents and describes the leadership development strategies that would be beneficial. With this background, the article presents the findings from an evaluation of the New Superintendents Seminar Series, a pilot program created and managed by a major research university. Over a single calendar year the New Superintendents Seminar Series provided five weekend sessions and a week-long summer institute to six participants with less than three years of experience as superintendents. The series created learner-centered, action-oriented and reflection-rich learning strategies to develop self-directed learning, peer-mediated learning and engagement with experts. An action research evaluation demonstrated that, in general, the program faculty observed and the participants rated the series high as a learning experience and as a means for developing their leadership capabilities. They also reported that the series had an important impact on their approach to leadership and concrete work in their districts.

Developing Improvement Science Leaders in Preparation and Practice: The University Experience

“…Designing an effective leadership preparation or development program requires more than structured opportunities for application, however (Darling-Hammond, Meyerson, La Pointe, & Orr, 2010;Orr, 2007). It calls for instructional coherence (Forman, Stosich, & Bocala, 2017), scaffolded progression of theoretical and research knowledge and skills (Popham, 2007) and guided applied dissertation research (Zambo & Isai, 2013).…”

Learning the principal's future internal career experiences in a principal preparation program

“…It is widely accepted that future and novice principals need to gain varied tools and knowledge to face effectively and successfully the difficulties, challenges and complexities that characterise career transition and the early years in the post (Crow, 2006; Daresh and Male, 2000; Oplatka, 2001; Orr, 2005). For example, researchers identified self‐awareness, systemic thinking, creativity, models for solving complex problems, new techniques to deal with day‐to‐day problems, knowledge about testing and assessment of student learning, financing of public education and staff development as the capacities most needed for effective leadership (Grey and French, 1997; Van Velsor et al , 1998; Wallace, 1994).…”

“…Yet, despite some pessimistic voices heard by educators (e.g. Orr, 2005), a common theme running through most studies conducted among principal candidates is the high value and satisfaction they typically attach to field‐based programmes embedded with clinical experiences (Evers and Gallagher, 1994), for the great influence they have on the subsequent leadership practices of graduates years after completing their PPP (Milstein and Krueger, 1997). All but 4% of practicing principals in Hess and Kelly's (2006) study reported that on‐the‐job experiences have been more helpful in preparing them for their current position than their graduate school studies.…”