Policy Penetration of the ISLLC Standards

McCarthy, Martha M.; Shelton, Sara; Murphy, Joseph

doi:10.1080/15700763.2015.1093149

Cited by 8 publications

(7 citation statements)

References 9 publications

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“…Initially, a consortium of 24 state education agencies and 11 professional organizations made a commitment to six standards for school leaders [3]. By 2014, 45 states and Washington, DC had adopted or adapted the ISLLC standards in policy or statute (McCarthy et al, 2014). Many universities are being asked to scaffold their initial licensure programs on the ISLLC standards, which are closely aligned with the Educational Leadership Constituent Council (ELCC) standards used for national accreditation of leadership preparation programs [4].…”

Section: Accreditation and Licensurementioning

confidence: 99%

“…Leadership 420 JEA 53,3 preparation accreditation has shifted its focus to outputs, but inputs and processes, such as the collective accomplishments of faculty, have not been abandoned. State, regional, and national accreditation of preparation programs has influenced how school leaders are prepared (McCarthy et al, 2014), even though questions have been raised regarding whether the process is worth the time and money involved (Hackmann, 2013).…”

Section: Accreditation and Licensurementioning

confidence: 99%

“…School leaders and their preparation have gained more political capital among policymakers than in the past and have become a significant topic on political agendas and in state laws (McCarthy et al, 2014;Mendels, 2012). The importance of school leaders in effecting school reform is no longer questioned, which has brought preparation programs under increasing scrutiny.…”

Section: Reform Effortsmentioning

confidence: 99%

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Reflections on the evolution of educational leadership preparation programs in the United States and challenges ahead

McCarthy

2015

Journal of Educational Administration

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Purpose – The purpose of this legacy paper is to review leadership preparation over time in the United States and addresses challenges ahead. It is hoped that the US developments will be instructive to an international audience interested in strengthening the preparation of school leaders. Design/methodology/approach – The paper synthesizes research and commentary on leadership preparation programs in the US as a basis for identifying five challenges ahead. Findings – Meaningful change should be informed by the past but not bound by tradition. It is imperative to be open to different viewpoints, to take reasonable – and at times bold – risks, and to question deeply held values and assumptions. Broad recognition of the significant role school leaders play in facilitating student learning suggests that the political climate is right to effect meaningful reforms in leadership preparation in the US. Those involved in preparing school leaders are urged to address the challenges identified in this paper. Research limitations/implications – Encouraging work is underway, but many more people need to be involved in efforts to rigorously assess and improve leadership preparation. Practical implications – We do not have all the answers but cannot be paralyzed by what we do not know. We are ethically responsible to act on what we do know, such as incorporating the compelling research on learning theory into the leadership preparation curriculum. Originality/value – The traditional complacency in the educational leadership professoriate cannot continue if university preparation programs are to meet the needs of the next generation of school leaders. The time is short, and the stakes are high for all involved especially for PK-12 students.

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Section: Accreditation and Licensurementioning

confidence: 99%

Section: Accreditation and Licensurementioning

confidence: 99%

Section: Reform Effortsmentioning

confidence: 99%

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Reflections on the evolution of educational leadership preparation programs in the United States and challenges ahead

McCarthy

2015

Journal of Educational Administration

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“…Certainly, as McCarthy, Shelton, & Murphy (2016) note, the educational leadership field generated a significant body of literature regarding the development and evolution of the ISLLC-and later the ELCC standards. Despite the magnitude of scholarship about the affordances of having professional leadership standards, however, most of the literature analyzes the standards themselves, rather than investigating their impact on leadership practice, policy implementation, or program improvement (McCarthy et al, 2016;Young et al, 2016). 1 While the same critique could be made of the present study, the lack of empirical research regarding the effectiveness of leadership standards makes it difficult to, as Murphy (2017) writes, answer the "essential question [of] why the profession writ large and professors in particular should attend to national standards for school leaders" (p. 5).…”

Section: The Evolution Of Leadership Standardsmentioning

confidence: 99%

“…Certainly, the most obvious example of this influence occurs in the adoption or adaptation of the national standards in state standards across the country (McCarthy et al, 2016)which carry real consequences for the development and evaluation of school leaders. In fact, several scholars have shown strong alignment between national leadership standards and principal evaluation systems (Derrington, & Sharratt, 2008;Glenewinkel, 2011;McCarthy et al, 2016;Woodford, 2012). In this way, the standards "often work quite indirectly" (McCarthy et al, 2016, p. 225), by influencing the way school and district leaders conceptualize and understand their work.…”

Section: Impact Of Leadership Standards On Education Policy and Practicementioning

confidence: 99%

Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

Farley

Childs

Johnson

2019

EPAA

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The past 20 years have seen a shift in school leaders’ work that can best be characterized by an increasing complexity in expectations and greater demands for accountabilities. Educational leadership preparation programs and professional associations responded to these shifts, in part, with the development and proliferation of standards for both pre-service (ELCC and NELP) and practicing (ISLLC and PSEL) educational leaders. Both sets of standards have undergone significant revision in the last five years, largely in response to shifts in the work required of school administrators in today’s 21st century schools. However, what remains an open empirical question is whether the leadership standards are robust and pragmatic enough to tackle the various educational issues that school leaders face. In other words, do various school leadership standards prepare and assess school administrators appropriately? Using the wicked problems framework, we examine the extent to which the revised PSEL and NELP standards capture the challenging work required for school leaders to act as inclusive leaders and “equity-oriented change agents” (Maxwell, Locke, Scheurich, 2013, p. 1). We utilize qualitative content analysis (Weber, 1990) to analyze the content of the leadership standards, focusing in particular on the ways those standards represent evolving conceptions of equity and justice. These analyses suggest that although both sets of standards have changed considerably from their predecessors, they may not go far enough to help leaders determine how to implement the proper administrative authority to solve complex issues. This is particularly true as it relates to the persistent, wicked equity problems facing our schools.

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The relationship between school leadership standards and school administration imperatives: an international perspective

Berkovich

Bogler

2019

School Leadership & Management

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Policy Penetration of the ISLLC Standards

Cited by 8 publications

References 9 publications

Reflections on the evolution of educational leadership preparation programs in the United States and challenges ahead

Reflections on the evolution of educational leadership preparation programs in the United States and challenges ahead

Preparing leaders for wicked problems? How the revised PSEL and NELP standards address equity and justice

The relationship between school leadership standards and school administration imperatives: an international perspective

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